


Ho^- Mio 



New York State Education Department 



TEACHERS EXAMINATION PAPERS 



Academic year 1909-10 



PAGE 

Contents 3 

Midsummer examination 5 

State certificate 41 

Special drawing teachers cer- 
tificate 66 

Training class certificate 70 



PAGE 

Training school certificate 104 

Kindergarten certificate 129 

Rural school renewable certifi- 
cate 141 

College graduate certificate. ... 143 



ALBANY 

NEW YORK STATE EDUCATION DEPARTMENT 

igio 



G46r-09-2ooo 



STATE OF NEW YORK 
EDUCATION DEPARTMENT 

Regents of the University 
With years when terms expire 

1913 Whitelaw Reid M.A, LL.D. D.C.L. Chancellor New York 

1917 St Clair McKelway M.A. LL.D. F«'c^ C/jawc:^//or Brooklyn 

1919 Daniel Beach Ph.D. LL.D. _____ Watkins 

1 914 Pliny T. Sexton LL.B. LL.D. - - - - _ Palmyra 
1912 T. Guilford Smith M.A. C.E. LL.D. - - - Buffalo 

1918 William Nottingham M.A. Ph.D. LL.D. - - Syracuse 
1922 Chester S. Lord M.A. LL.D. _ _ - _ _ New York 

1915 Albert Vander Veer M.D. M.A. Ph.D. LL.D. Albany 
1911 Edward Lauterbach M.A. LL.D. - _ _ - New York 

1920 Eugene A. Philbin LL.B. LL.D. _ - - _ New York 

1916 LuciAN L. Shedden LL.B. LL.D. - - _ _ Plattsburg 

1921 Francis M. Carpenter -----_- Mount Kisco 

Commissioner of Education 

Andrew S. Draper LL.B. LL.D. 

Assistant Commissioners 

Augustus S. Downing M.A. Pd.D. LL.D. First Assistant 
Charles F. Wheelock B.S. LL.D. Second Assistant 
Thomas E. Finegan M.A. Pd.D. Third Assistant 

Director of State Library 

James L Wyer, Jr, M.L.S. 

Director of Science and State Museum 

John M. Clarke Ph.D. Sc.D. LL.D. 

Chiefs of Divisions 

Administration, 

Attendance, James D. Sullivan 

Educational Extension, William R. Eastman M.A. M.L.S, 

Examinations, Harlan H. Horner B.A. 

Inspections, Frank H. Wood M.A. 

Law, Frank B. Gilbert B.A. 

School Libraries, Charles E. Fitch L.H.D. 

Statistics, Hiram C. Case 

Trades Schools, Arthur D. Dean B.S. 

Visual Instruction, Alfred W. Abrams Ph.B. 

m)0 



V 






CONTENTS 



Midsummer examination i age 

Spelling 5 

Elementary English 7 

l''.nglish, 1st year . 8 

Reading methods 9 

Arithmetic lo 

Atlvanced arithmetic I2 

Elementary algebra 14 

Physics 15 

liiology 17 

Elementary botany iS 

Elementary zoology 19 

Physiology and hygiene 20 

(Geography 21 

Elementary United States history 

with civics 23 

American history with civics 25 

History of Great Britain and Ire- 
land, 3 hour course . 27 

History of Great Britain and Ire- 
land, 5 hour course 29 

Civics 31 

Elementary Ijookkeeping 33 

History and principles of echica- 

tion . 35 

Psychology and principles of 

educatioa 36 

School management 37 

School law 3S 

Drawing. . . 39 

State certificate 

School law 41 

Grammar 42 

Civil government 43 

American history 44. 

Arithmetic 45 

Geology 46 

Chemistry 46 

Composition and rhetoric 47 

English and American literature. 49 

Algebra 50 

Geography 51 

Methods and school management. 51 
History and principles of educa- 
tion 52 

Spelling 53 

Geometry 54 

Physics 55 

Botany 56 

Drawing 56 

Physiology and hygiene 58 

Bookkeeping 58 

General history 60 

Zoology 60 

Astronomy 61 

Latin 62 

French 62 

1 



German 63 

Spanish 64 

Special drawing examination 

Special drawing teachers certifi- 
cate 66 

Training class certificate 

American history w ilh civics 70 

Reading 74 

Reading, writing and spelling.... 75 

Arithmetic ' ' 76 

Language, composition and gram- 
mar 80 

Psychology 83 

School law 85 

School management 87 

( Geography 89 

Physiology and hygiene 91 

Nature study 93 

History of education 95 



1 )rawinf 



99 



Spelling loi 

Training school certificate 

American history with civics 104 

Reading 106 

Reading, writing and spelling... . 107 

Arithmetic 108 

Language, composition and gram- 
mar no 

Psychology 113 

School management 115 

Geography 117 

Physiology and hygiene 119 

Nature study 121 

History of education 123 

Drawing 127 

Kindergarten certificate 

Psychology 129 

School management 131 

Special kindergarten methods.. . . 133 

Special primary methods 135 

History of education 137 

Rural school renewable certificate 

Methods of teaching 141 

College graduate certificate 

Psychology 143 

History of education 145 

Principles of education 147 

Methods 149 



State of Netv York 
Education Department 
3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Thursday, August 12, 1909 — 1.15 to 2.15 p. m., only 



SPELLING 



The folloiving passage should be dictated to the ca7ididates who should 
write the paragraph e?itire. Examiners should annoutice to class that 
improper use of capitals will constitute misspelled words. Rate papers 
on the italicized words. 

Abutting upon the back yard of Hawthorne's birthplace is the 
old Manning homestead of his maternal ancestors^ the home of 
his own youth and middle age and the theater of his struggles 
and triumph. It is known' ?ls number twelve Herbert street, 
and is a tall, unsightly, erratic fabric of wood, with nothing 
pleasing or gracious in its aspect or environment. The ugly 
and commonplace character of his surroundings here during half 
his life must have heen peculiarly depressing to such a sensitive 
temperament as Hawthorne's, and doubtless accounts for his 
mental habits. That he had no joyojcs- memories of this old 
house his letters and journals abundantly show. Its interior 
arrangement has been somewhat changed to accommodate the 
several families of laborers who have since inhabited it; but it 
is not difficult to identify the haunted chamber which was 
Hawthorne's bedroom and study. 

— Theodore F. Wolfe, Literary Shrines 

The following words are to be dictated to the candidates and may be 
used in sentences by the examiner to mahe the meaning clear. 

51 grammar 57 tense 63 arithmetic 

52 preposition 58 agreement 64 subtraction 

53 conjunction 59 parse 65 factoring 

54 analyze. 60 fiction 66 divisor 

55 sentences 61 poetry 67 multiples 

56 interrogative 62 author 68 evolution 



vSpelling — concluded 



69 inversion 

70 notation 

71 concrete 

72 decimal 

73 ratio 

74 capacity 

75 measurement 

76 geography 

77 Mississippi 

78 peninsula 

79 Caribbean 



80 isthmus 

81 Panama 

82 Adirondack 

83 Philippine 

84 Prussia 

85 island 

86 Montreal 

87 Sahara 

88 history 

89 colonies 

90 government 



91 Burgoyne 

92 administration 

93 treaties 

94 revolution 

95 president 

96 Lafayette 

97 generals 

98 executive 

99 monarchy 
100 Roosevelt 



State of New York 7 

Education Department 

3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Thursday, August 12, 1909 — 9.15 a. m. to 12.15 P- ni., only 



ELEMENTARY ENGLISH 

Answer seven questions in order of nurnbering. The figures in 
brackets indicate the number of credits assigned. 

1 Name the part of speech of each word in the following 

selection : [10] 

A tady who fed the birds on her window sill for many years says she 
often saw the old birds teaching their little ones. 

2 Give the syntax of each italicized word in the selection in 
question i. [10] 

3 Select a character from one of the following pieces of liter- 
ature and in a narration of three paragraphs tell what that 
character did: [20] Lady of the Lake ^ Singing Leaves^ Rhoecus. 

4 What traits of character are shown by the deeds you 
related in your answer to question 3? [10] 

5 Describe the person you see in imagination when you 
think of o?ie of the following: the Viking, George Washington, 
Roderick Dhu, Douglas. [30] 

6 Write a letter to a publishing house, ordering three books 
you have read during the last year. [10] 

7 Answer one part only, either a or b. [~0] 

a Cite an incident in bird life given by Burroughs in 
Sharp Eyes and Other Papers and state the thought 
that the incident was used to illustrate. 

b Cite an incident from Warner's Ln the Wilderness and 
state the thought that the incident was used to illus- 
trate. 



8 State of New York 

Education Department 
3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Wednesday, August ii, 1909 — 1.15 to 4.15 p. m., only 

ENGLISH — First Year 

Answer six questions in order of numbering. The figures in brackets 
indicate the number of credits assigned. 

1 Select the phrases in the following- and tell the kind and 
the syntax of each : [10] 

The goldenrod is yellow, 
The corn is turning brown, 
The trees in apple orchards 
With fruit are bending down. 
The gentian's bluest fringes 
Are curling in the sun, 
In dusky pods the milkweed 
Its hidden silk has spun. 

2 In each of the following sentences insert some personal 
pronoun and explain why the form you insert is correct: [10] 

{a) Here am , (/;) Here are , (r) I looked for , 

{d) Neither you nor can perform the trick, {e) He is 

taller than 

3 Write an essay of at least three paragraphs on o>ie of the 
following subjects: [^0] (^a) How I Learned to Swim, (/->) Circus 
Day, {e) A Day's Fishing, (</) The Brooklyn Bridge, {e) An 
Excursion to the Country, [/) The First Year in a High School. 

4 Describe the scene of which you have the most vivid im- 
pression in one of the following: [10] Jforatiiis at the Jyridge, 
The Jlsion of Sir Laufifa/, The Ancient Mariner. 

5 Ans\ver either a or h. [20] 

a Select a character from one of tlie following and in a 
brief narration tell what the character did: Gareth 
and Lynctte, Ifcrve Kiel. 

b Outline the subject matter in a poem by Shelley, Words- 
worth or Keats. Give a quotation from the same poem. 

6 Answer one part only, a or b. [20]' 

a Write a brief characterization of one of the following: 
Bridget Elia, Elia, the Cotmtry Gentleman as Irving 
sees him. 

h Outline briefly the subject matter in one of Bacon's 
essays. 



State of New York 
Education Department 

3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 

Thursday, August 12, 1909 — 1.15 to 4.15 p. m., only 



READING METHODS 

Answer eight q tie st ions. Each complete answer will receive i2yi 
credits. 

1 When should the alphabet be taught? Give a reason. 
Describe your method of teaching the alphabet. 

2 Mention the disadvantages of a purely phonetic method 
of reading. 

3 Suggest some devices for conducting drill exercises in the 
quick recognition of words. 

4 Discuss the value of dramatization of stories in connection 
with reading. Mention tJiree stories suitable for dramatization 
in the second year of school. 

5 Discuss the value of using for supplementary reading a 
reader not familiar to a class with the value of using a textbook 
in history for the same purpose. 

6 State three principles that should guide the teacher in the 
selection of memory gems. Discuss one of these principles. 

7 Give a reason for your answer to each of the following 
questions: 

Should one pupil be allowed to correct the mistakes of 
another? 

Should pupils be required to read silently before reading 
aloud? 

8 Describe a properly conducted recitation in reading, as- 
suming that the lesson is for a fifth year class. 



) State of Nezv York 

Education Department 
3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Friday, August 13, 1909 — 9.15 a, m. to 12.15 p. m., only 



ARITHMETIC 



Answer jo questions. Give all operations {except mental ones) neces- 
sary to Jind results. Reduce each result to its simplest fortn and mark 
it Ans. Each complete answer ivill receive 10 credits. 

I Define area, denominate niuiiber, present worth, root, 
triangle. 

^ Simplify $^i^^ 

3 A man buys goods amounting to $800 list price at 20^ and 
10^ off, and sells them at 20^ profit; how much does he receive 
for them? 

4 A, B and C rent a ranch for $2350 ; A pastures in it 92 
horses, B 75 horses and C 08 horses. How much should each 
pay? 

5 A purchasing agent paid $6300 for goods, $6.90 for cartage 
and $29.85 for freight on these goods; his entire bill, including 
cartage, freight and commission, was $6510. What was the 
rate of commission? 

6 A farmer sold 2 barrels of apples at $3.75 per barrel; he 
spent \ of the money for tea at 75^' a pound, \ of the remainder 
for coffee at 20^ a pound and the balance for sugar at 6|^ a 
pound. How many pounds of each did he buy? 

7 The longitude of Portland, Me. is 70° 15' west and that of 
Rome, Italy is 12° 27' east. When it is 10.45 p. m. at Portland 
what is the time at Rome? 

8 The capacity of a rectangular bin 4 feet long and 3 feet 
wide is 36 bushels; find its depth. 

9 A man gave his note for $127.50, with interest at 6j^; it 
required $136.68 to redeem the note. How long did it run? 



A R 11' H M K TIC — cone hi dcd I I 

10 A man boug'ht 2 acres of land at <j5280U an acre; from 
this land he sold 10 building lots 50 feet by 150 feet, at $500 
each, and the remainder to a factory at 20^' a square foot. 
Find his gain. 

1 1 What will it cost to plaster the sides and bottom of a cubic 
cistern G feet long, at 35^ a square yard? 

12 Find the prime factors of 105, 63, 189 and 210; from 
these factors find the greatest common divisor and the least 
common multiple. 



1 2 State of Nezv York 

Education Department 

3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 

Wednesday, August n, 1909 — 9.15 a.m. to 12.15 p.m., only 



ADVANCED ARITHMETIC 

Answer eight questions. Give all operations {except mental ones) 
necessary to find results. Reduce each result to its simplest form and 
mark it Ans. Each complete answer will receive isyi credits. 

1 Prove that if the difference of two numbers is added to 
their sum the result is twice the greater number; but if the 
difference is subtracted from the sum the result is twice the 
smaller number. [Illustration not accepted as proof.] 

2 Write a promissory note for $250, with John Johnson as 
maker and Frank Williams as payee, dated today and payable 
in three months, with interest at 4^. Find the amount that 
will pay the note when due. 

3 A can do a piece of work in 10 days, B can do the same 
work in 15 days; they work together and receive <|55.50 a day 
as the wages of both. In how many days will they finish the 
work and how much money will each receive? 

4 Two cog wheels, one having 26 cogs and the other 20 cogs, 
run together. In how many revolutions of the larger will the 
smaller gain 12 revolutions? Give written analysis. 

5 A tax of J51946.28 is to be raised in a town whose real estate 
is valued at $926,800; what will a man have to pay if his 
property is worth $18,500? 

6 Potatoes for a potato race are laid in a straight line 6 feet 
apart; the starting point of the race is 6 feet from the first 
potato. How far will a boy walk in picking up the first 10 
potatoes if he returns to the starting point each time? [Solve 
by arithmetic progression.] 



Advanced Arithmetic — concluded \% 

7 At $2.10 a rod, what is the difference in the cost of fenc- 
ing a lot 30 rods square and a lot 60 rods long containing the 
same area? 

8 Which is the better investment, U. S. 5's at 97^ or U. S. 
6's at 107|, brokerage \<fo in each case? Give written analysis. 

9 A merchant marks goods at 25^ above cost and sells them 
at 10^ below marking price; what is his per cent of gain? 

10 The specific gravity of iron is 7.8. Find, in grams, the 
weight of a bar of iron 1.2 m long, 4 cm wide and 6 mm thick. 
[1 cc water weighs 1 gram. ] 

11 Each side of the base of a triangular pyramid is 6 feet; 
the altitude of the pyramid is 40 feet. Find its volume. 

12 A pail 2 feet high is in the form of a frustum of a riglit 
cone; the lower diameter is 1 foot and the upper diameter 18 
inches. Find in gallons the capacity of the pail. [231 cu. in. = 
one gal.] 



14 State of ^ CIV York 

Education Department 

3D Midsummer Examination 

I'OR 

TEACHERS CERTIFICATE 
Wednesday, August n, 1909 — 9.15 ^. ni. to 12.15 P- 111., only 



ELEMENTARY ALGEBRA 

Ansivcr eight questions, selecting at least two from each group. 
Give all operations {^except mental ones) necessary to find results. Re- 
duce each result to its simplest form and mark it Ans. Each complete 
a?ts%ver will receive i2y2 credits. 

Group I -n>--jl. 4„,4 1, 1^ 2 ,1 

I Divide -^x^ - y A- + y .r - - by ^x^- -x + ^ 

2 Factor 98^3 _ 32^2^ 9.1-2 _^ 24:.rj'+ IGj'S, 4,mi--['i;,r-H^-^n^, 

2m + 3 dm + 2 

T-, •, ^ . 1 i r 2'«- + ;;/—! 'dm- -h m — 2 

3 Reduce to simplest form 



6 



(/// 1- 1)- 2 — Im + 6/;^^ 
4 Mary, Jane and Grace can together make 37 aprons in 15 
hours; Mary can make one apron in an hour and Jane can 
make one in an hour and a half. How long does it take Grace 
to make an apron? 

Group II 5 S i m pi i f y ( Vd-{- Vb) ( Va - Vb) 

2 2 3 

6 Solve f ^ ; — -. p- -A r-—Ti — —f = 

x^ — 1 X - + 4.1- — 5 ' x" -I- b.r f 5 

7 Simplify eac/i of the following: 

8 If a certain number is multiplied by | of itself and from 
this product twice the number is subtracted the result is 3G ; 
find the number. 



Group III 9 Solve the following and verify one result: 

4/5/ + 11 = V'Sj'+l + 2 
10 Expand {'2a — b)^ by the binomial theorem, giving a/l 
the work for finding the coefficients. 
dx- J/ = 3 



11 Solve ^jr^_-,y^ 

12 If the numerator of a certain fraction is increased by 3 
the value of the fraction is 1 ; if the denominator is increased 
by 1 the value of the fraction is |. Find the fraction. 



State of Neiv York iS 

Education Department 
31) Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Thursday, August 12, 1909 — 9.15 a. m. to 12.15 p. m., only 



PHYSICS 



Answer 10 questions, selecting at least one from each group. Each 
complete atiswer will receive 10 credits. No credit will be allowed for 
laboratory course or notebook. 

Group I State the laws of capillary action. Show by aid of a 
drawing- how tivo of these laws may be illustrated by standing 
capillary tubes in water and in mercury. 

2 Describe an experiment to illustrate diffusion of gases. 
Explain diffusion of gases by the kinetic theory. 

3 State Newton's tJircc laws of motion. Illustrate two of 
these laws. 



Group II 4 A body projected vertically upward from the ground 
returns after 5 seconds; find {a) the initial velocity of the l)ody, 
{b) the hight to which the body rises. [Make no allowances.] 

5 State Pascal's law. What mechanical advantage is gained 
in using a hydrostatic press in which the diameter of the cylin- 
ders are in the ratio of 1 to 8? 

6 Make a diagram of a force pump, showing the position of 
the valves and the direction in which they open. Referring 
to the diagram, show when, how and why the water moves. 



Croup III 7 Mention the characteristics of mercury that adapt 
it for use in thermometers. Convert — 13° F. into the corre- 
sponding reading C. and explain the process. 

8 A volume of gas at 7° C. measures 840 cc; find its volume 
when raised to 15° C, the pressure remaining constant. 



1 6 Physics — concluded 

Group IV 9 State two laws in accordance with which stretched 
chords vibrate. Describe an experiment to verify one of the 
laws stated. 

lo A tuning fork makes 261 vibrations a second; find the 
wave length of the sound that it produces, the velocity of 
sound being 1131 feet a second. Explain the process. 



Group V II Define five of the following: watt, ohm, volt, 
ampere, magnetic field, shunt, electromagnet. 

12 Find the internal resistance of a simple cell when the 
external resistance is \ ohm, the E. M. F. is 2 volts and the 
current is 1 ampere. 

13 Describe the construction and explain the operation of 
the Leyden jar. 

Group VI 14 Describe a method of finding the candle power 
of a given flame. 

15 Explain color as applied to opaque bodies illuminated by 
white light. 



State of Neio York 17 

Education Department 

in Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Thursday, August 12, 1909 — 1.15 to 4.15 p. m., only 



BIOLOGY 

Answer 10 quesiions, selecting at least two from each group. Each 
complete answer will receive 10 credits. No credit will be allowed for 
laboratory course or notebook. 

Group I I Make a drawing of a cross-section of the stem of a 
dicotyledonous plant, designating the various parts. 

2 Describe the germination of the pea seed. Using draw- 
ings show at least two stages of the early growth of the pea 
plant. 

3 Give the characteristics by which tivo of the following 
flowers may be recognized: tulip, syringa, pansy, goldenrod. 



Group II 4 Compare the structure of the grasshopper with the 
structure of the bee, indicating similarities and differences. 

5 Give the life history of the tapeworm. 

6 Describe the mouth parts of the crayfish. Use drawings. 



Group III 7 Mention the nutrients (food principles) present in 
each of the following foods : beans, potatoes, lean beef, cheese. 

8 State the specific function of each of the following digestive 
fluids: gastric juice, saliva. 

9 Describe the course of the blood in the systemic circulation. 



Group IV 10 Describe an experiment to illustrate osmosis. 
State why osmosis is a process necessary to plants, animals and 
man. 

11 Discuss the relation of bacteria to plants, animals and 
man. 

12 Define each of the following: oxidation, cell, environment, 
assimilation, function. 



iS State of Neiv York 

Education Department 

3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Thursday, August 12, 1909 — 1.15 to 4.15 p. m., only 



ELEMENTARY BOTANY 

AttSTver eight questions. Each complete anstver will receive isyi 
credits. No "credit will be allowed for laboratory course or notebook. 

1 Define each of the following: anther, stolon, placenta, gym- 
nosperm, prothallus. 

2 Compare the germination and early growth of the morn- 
ing glory seed with the germination and early growth of the 
bean seed. Use drawings to illustrate. 

3 Describe an experiment to demonstrate the kind of gas 
given off by green aquatic plants in sunlight. 

4 Describe the process of fertilization in flowers. 

5 Describe four adaptations for seed dispersal. Use draw- 
ings. 

6 Describe methods of bud protection provided by nature. 

7 Draw a dicotyledonous leaf. Describe the leaf drawn. 

8 Suggest an experiment to illustrate the course of sap 
through stems. 

9 Describe spirogyra as to color, form and structure. 

10 Give the life history of the moss. 



State of Nciv York ig 

Education Department 
3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Thursday, August 12, 1909 — 1.15 to 4.15 p. m., only 



ELEMENTARY ZOOLOGY 

Answer 10 questions. Each complete answer will receive 10 credits. 
No credit will be allowed for laboratory course or notebook. 

1 Define cacJi of the following: cilia, siphon, oviparous, mor- 
phology, parasitism. 

2 Make a drawing of the Paramecium, indicating each part 
of the organism. 

3 Describe the thoracic appendages of the crayfish. 

4 Give the life history of the butterfly. 

5 Compare the external structure of the locust with the ex- 
ternal structure of the butterfly. 

6 Mention the characteristics by which you would recognize 
the cockroach. 

7 Describe the shape, attachment and actions of the tongue 
of the frog. 

8 Give the method of respiration of cacJi of the following: 
amoeba, spider, fish, frog, bird. 

9 State the difference between {a) the anterior and the pos- 
terior end of the earthworm, {li) the dorsal and the ventral 
surface of the earthworm. 

10 Describe the structural adaptations of birds for flying. 

11 Give the life history of the frog. 

12 Describe the hind legs of the rabbit. 

13 Give the characteristics by which you would recognize 
each of t%vo of the following: robin, lark, hawk, oriole. 



State of New York 
Education Department 

3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Thursday, August 12, 1909 — 1.15 to 4.15 p. m., only 



PHYSIOLOGY AND HYGIENE 

Answer 10 questions. Each complete answer will receive 10 credits. 
No credit will be alloived for laboratory course or notebook. 

1 Define each of the following: amylopsin, quarantine, iris, 
lymphatic, germicide. 

2 Describe the ribs as to shape, arrangement, number and 
attachment. 

3 Draw a vertical section of a molar tooth, designating the 
various parts. 

4 State the functions of each of the following: bile, pancre- 
atic juice. 

5 State the effect on the heart of the habitual use of alcoholic 
drinks. 

6 Give the physiologic uses of the following nutrients (food 
principles) : sugar, proteids. 

7 Trace the course of the blood in its circulation through 
the body, beginning at the lungs. 

8 Describe an experiment you have performed to show the 
digestion of starch. 

9 State the function of each of the following: cornea, larynx. 
Eustachian tube, choroid coat. 

10 Describe the structure and state the function of the 
cerebrum. 

11 Mention at leasty*??^^ precautions that should be taken to 
preserve the eyesight. 

12 State {a) how bacteria enter the body, [b) how the body 
destroys bacteria. 

13 Describe the gross structure of the spinal cord. 



State of New York : 

Education Department 
3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Friday, August 13, 1909 — 9.15 a. ni. to 12.15 p. m., only 



GEOGRAPHY 



Atiswer jo questions, selecti7tg at least one from each group. Each 
complete answer will receive 10 credits. 

Group I I Draw an outline map of North America and on it 
show, with name, the location of eacJi of the following: St 
Lawrence riv^er, Mississippi river, Rocky mountains, Appala- 
chian mountains, Delaware bay. 

2 Locate by countries the following cities and mention some 
important fact regarding each: IMontreal, Glasgow, Berlin, 
Hongkong, Messina. 

3 Name {a) the principal seaport of Japan, {b) the most 
important city in Turkey, {c) a section of this state noted for 
the salt industry, (^) the leading commercial city of the 
Hawaiian islands, {e) the capital of Norway. 

4 Give the location of eacJi of the following: Baltic sea, 
Strait of Gibraltar, Ceylon, Red sea, Yellow sea. 



Group II 5 Name the five zones. What effect has altitude on 
climate? 

6 What regions of South America have a heavy rainfall? 
What parts of South America have little or no rainfall? Ex- 
plain the difference. 

7 What is latitude? What is longitude? 



Group III 8 Name an important article of export from {a) 
Russia, {b) Switzerland, {c) Italy, {li) Chile, (f) Argentina. 

9 Briefly describe the lumber industry. Mention t%uo evils 
resulting from the rajDid destruction of the forests. 



22 Geography — concluded 

10 Describe Cuba as to location, climate, products, people 
and government. 

11 Write a brief description of the steel industry, telling 
where large plants are located, how steel is made and for what 
it is used. 

12 Describe the appearance, dress, dwellings, customs and oc- 
cupations of one of the following : Japanese, Hindus, Eskimos. 



Group IV 13 Mention four important industries of New York 
State and name the locality where each is carried on. 

14 Write a brief description of the barge canal, stating what 
it is and through what parts of the state it will pass. 

15 Mention txvo localities in New York State that are of 
special historic interest this year. State the reason in each 
case. 



State of Neiv York 23 

Education Department 
3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Thursday, August 12, 1909 — 9-15 a. m. to 12.15 p. ni , only 



ELEMENTAR.Y UNITED STATES HISTORY 
WITH CIVICS 

This subject is required for the preliminary certificate. It does not 
entitle to academic counts. 

Answer one question in each division. 

Division I i State tzvo reasons why Columbus was opposed. 
2 Describe briefly the explorations of John Cabot. 



Division II 3 Give the names of five men associated with the 
exploration lind settlement of Virginia. 

4 Write a brief account of the "starving time" in Virginia. 



Division III 5 Who were the Puritans? the Pilgrims? 

6 Mention a locality settled by each of the following : Dutch, 
Swedes, Irish, Spanish, French. 



Division IV 7 Mention /h'^ customs common among the Indians 
when preparing for war. Describe briefly one of these customs. 
8 Were the Indians or the white men the more to blame 
for the feeling of hostility between the races? Explain your 
answer. 



Division V 9 Compare the farm implements used by the colo- 
nists with those used at the present time. 

10 Compare the house furnishings of New England colonial 
times with those of the present day, touching on {a) tables and 
seats, {p) floor coverings, {c) wall coverings and decorations. 



24 Elementary U. S. History, Etc. — concluded 

Division VI i \ State Hvo causes of the long struggle between 
the French and the English in America. 

12 Mention three important events of the American wars 
between the French and the English. What was the final 
result of these wars? 



Division VII 13 Connect an important event in American his- 
tory with each oi five of the following dates: 1775, 1781, 1787, 
1803, 1820, 1823, 1863. 

14 Arrange the following in order of time: annexation of 
Texas, the Lincoln- Douglas debates, the treaty of Ghent, the 
inauguration of Madison, the Kansas-Nebraska bill. 

Division VIII 15 Write a paragraph on one of the following: 
Nullification, The Tariff of Abominations. 

16 Write on Webster's Reply to Hayne^ touching on {a) the 
occasion, {b) the place, {c) main point of the speech. 



Division IX 17 Draw an outline map of the southern portion 
of the United States and on it indicate {a) three important 
battlefields of the Civil War, {b) the route of Sherman's March 
to the Sea. 

18 Draw an outline map, including and naming the states 
that seceded from the Union in 1860-61. 



Division X 19 State the qualifications, the manner of election 
and the term of office of members of the United States Senate. 
20 Give the titles of five elective officers of the State of 
New York and mention one duty of each. 



State of New York 25 

Edu:atin Department 

3D Midsummer Examination 

FOR 

TE/. CHERS CERTIFICATE 
Friday, August 13, 1909 — 9.15 a. m. to 12 , 15 p. 111., only 



AMERICAN HISTORY WITH CIVICS 

Anszver one question from each division. The figures in brackets in- 
dicate the ttumber of credits assigned. 

Division I i Give a brief account of the Iroquois Confederacy [8] 
and explain its influence on the history of New York [4]. Show 
why the importance of the Confederacy ceased with the Revo- 
lution [4]. 

2 Name the colonies or states formed largely by emigration 
{a) from Massachusetts [3], (3) from Virginia [3]. Give the 
cause and the approximate time of emigration in each case [10]. 

3 Account for the liberality of early colonial charters [8]. 
Why was less liberality shown later [8]? 



Division II 4 What principle -of the British Constitution was 
said to be violated by one of the following: {a) the Writs of 
Assistance [6], {p) the Townshend Acts [6], {c) the Quartering 
Act [6]? Mention a provision of the United States Constitu- 
tion applicable in the case selected [6]. 

5 "No men were less revolutionary in spirit than the heroes 
of the American Revolution. They made a revolution in the 
name of Magna Charta and the Bill of Rights." Explain. [12] 

6 Explain the military importance of New England at the 
beginning of the Revolution and its unimportance during the 
remainder of the war. [12] 



Division III 7 In what important particulars do the two prin- 
cipal political parties of today resemble those of Washington's 
time and in what do they differ from them? [12] 



26 American History with Civics — concluded 

8 Give a brief account of the method employed in nomina- 
ting candidates for the presidency \^\ State the reasons for 
the employment of this method and mention any objections 
to it [4]. ^ 

Division IV 9 Show how conditions in the West and Southwest 
made possible {a) the Burr conspiracy, {U) the settlement 
of Utah by the Mormons, {c) the settlement of Texas by 
Americans. [13] 

10 Destruction of commerce (1807-14) caused the growth 
of manufactures in Massachusetts. Did the destruction of 
Southern commerce (1861-65) have alike effect in the South? 
Explain. [12] ^^^ 

Division V 1 1 Is this country in greater or less need of a pow- 
erful navy now than it was 100 years ago? than it was 20 years 
ago? Explain [8]. Give the principal arguments against large 
appropriations for naval purposes [4]. 

12 Give an account of American relations with Cuba since 
1898 [s]. What would Cuba gain and v.-hat would she lose by 
joining the American Union [4]? 



Division VI 13 Name six great American statesmen of the 19th 
century who did not become presidents [6] and show the con- 
nection of each with an important measure or event [6]. 

Division VII 14 When was the first United States census 
taken [2]? State the primary purpose of the United States 
census [4]. What other purposes did it serve [6]? 

15 "The most prominent evil of all federal systems is the 
very complex nature of the means they employ. Two sover- 
eignties are necessarily in the presence of each other. " Show 
why this is an evil and tell what remedy the Constitution 
provides. [12] ^^^^^^^^^ 

Division VIII 16 Mention the principal causes of dispute be- 
tween the provincial governor and the people of New York in 
the 1 8th century. [12] 

17 Mention the most important industries of New York be- 
fore the Revolution [6]. Give tJtree reasons for the changes 
that have taken place since that time [6]. 



State of N'c^i' York 27 

Education Department 

31) MiDSUMMKR Examination 

F<TR 

TEACHERS CERTIFICATE 
Friday, August 13, 1909 — 1.15 to 4.15 p. m., only 



HISTORY OF GREAT BRITAIN AND IRELAND 

3 Hour Course 

Entitles to 3 Counts 

Answer one guest/on from each division. Give topical answers, i. e. 
answer by paragraphs rather than by single sentences. The figures in 
brackets indicate the number of credits assigned. 

Division I i Mention tJirce important uprisings against the 
English government caused by the levying of taxes considered 
unjust. Give the result in each case. [20] 

2 Name three sovereigns of England who have been deposed 
[12]. Sketch the events that resulted in the deposition of one 
of the sovereigns named [8J. 



Division II 3 Give three general characteristics of one of the 
following periods of English history: Tudor, Stuart, Han- 
overian [12]. Mention at least tivo definite events illustrating 
one or more of the characteristics given [8]. 



Division III 4 Describe briefly the public career of each of 
tivo of the following: Dunstan, Stephen Langton, Thomas 
a Becket, Cardinal Wolsey, Archbishop Laud. [20] 

5 Why were the early English statesmen generally Church- 
men [1-]? Give one reason why the Church has decreased in 
political power in England [10]. 

Division IV 6 Describe the services to England of Walpole, 
Disraeli. [20] 

7 Discuss the attempt of George III to be king in fact as 
well as in name. [20] 



28 Hist, of Gt. Brit., Etc., 3 Hour Course — concluded 

Division V 8 Explain with some detail why it is necessary for 
England to maintain an efficient navy. [20] 

9 Mention two laws passed during the 19th century for the 
benefit of Ireland [12]. Explain one of the laws given [8]. 

TO Name tJiree well known novels or poems dealing with 
events in the history of Great Britain or Ireland [12]. Give the 
period illustrated by each of tivo of the writings mentioned [8]. 



State of New York 29 

Education Department 
3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Friday, August 13, 1909 — 1.15 to 4.15 p. m., only 



HISTORY OF GREAT BRITAIN AND IRELAND 

5 Hour Course 

Entitles to 5 Counts 

Answer one question from each division. Give topical answers, i. e. 
answer by paragraphs rather thati by single sentences. Papers of 
studetits who fail to earn credits for the j hour course will be rated also 
for credits for the j hour course on the basis of their answers to the 
first five divisions. The figures in brackets indicate the number of 
credits assigtied. 

Division I i Mention three important uprisings against the 
English government caused by the levying of taxes considered 
unjust. Give the result in each case. [10] 

2 Name three sovereigns of England who have been deposed 
[6]. Sketch the events that resulted in the deposition of one 
of the sovereigns named [4]. 

Division II 3 Give three general characteristics of otie of the 
following periods of English history: Tudor, Stuart, Han- 
overian [6]. Mention at least tzvo definite events illustrating 
one or more of the characteristics given [4]. 



Division III 4 Describe brieily the public career of each of 
two of the following: Dunstan, Stephen Langton, Thomas 
a Becket, Cardinal Wolsey, Archbishop Laud. [10] 

5 Why were the early English statesmen generally Church- 
men [5]? Give one reason why the Church has decreased in 
political power in England [5], 



30 Hist, of Gt. Brit., Etc., 5 Hour Course — concluded 

Division IV 6 Describe the services to England of Walpole, 
Disraeli. [10] 

7 Discuss the attempt of Georg-e III to be king in fact as 
well as in name. [10] 

Division V 8 Explain with some detail why it is necessary for 
England to maintain an efficient navy. [10] 

9 Mention tzvo laws passed during the 19th century for the 
benefit of Ireland [6]. Explain o)ie of the laws given [4]. 

10 Naine tlirce well known novels or poems dealing with 
events in the history of Great Britain or Ireland [6]. Give the 
period illustrated by each of tivo of the writings mentioned [4]. 



Division VI 1 1 Compare the Roman and Saxon conquests of 
Britain as to {(i) organization and leadership [4], [b) duration 
[4], {c) methods [4], {d) results [4]. 

12 Write on two of the following: [16] 

a The natural resources of Great Britain. 

b The Council of Whitby and its political result. 

c The reign of Edward the Confessor. 



Division VII 13 Compare the life of the English serf before 
the l^lack Death with that of the English workingman of today 
as to {ix) homes [4], {b) occupations [3], (<f) social condition [4], 
(^) political privileges [5]. 

14 Mention four great steps in the growth of the English 
Constitution [12]. Show how tivo provisions of the English Con- 
stitution have been incorporated in American government [4], 



Division VIII 15 Discuss the long standing enmity between 
England and France as to {a) general causes [5], {b) events that 
increased the hostility ['<'], {c) recent relations between the two 
coimtries, with illustrations showing an increase or a lessening 
of the ill feeling [6]. 

16 Explain the attitude of England toward tzvo of the 
following events: [18] {a) American Civil War, {b) Russo- 
Japanese War, (r) dismemberment of the Turkish Empire. 



State of Neiv York 3 1 

Education Department 

3D JMiDSUMMEi^ Examination 

I'-OF 

TEACHERS CERTIFICATE 
Wednesday, August n, 1909 — 9.15 a. m. to 12.15 p. m., only 



CIVICS 

Ans^ver t%vo qieesfi'ojis f^otn each dn>ision. Each coftiplete ajtswer 
will receive i2j4 credits. 

Division I i Distinguish between civil rights and political 
rights. Show the force of the following statement in respect 
to political rights: " Where a right exists a duty always exists 
with it." 

2 Explain the importance to a government of {a) the power 
to levy taxes, {b) the right of eminent domain. 

3 Define or explain foiir of the following: charter, law, 
monarchy, specific duty, piracy, patent. 



Division II 4 How often and when does Congress meet in 
regular session? What is meant by the Fifty-eighth Congress? 

5 In reference to the federal government, what was meant 
by "nullification"? Of what doctrine was it an expression? 
When and how was the question of nullification settled? 

6 Compare the qualifications of a representative in Congress 
with those of a United States senator. 

Division III 7 Mention {a) three state administrative officers 
elected by the people, (/;) three state administrative officers 
appointed by the Governor. ^lention one important duty of 
each of the officers named. 

8 What is meant by the electoral college? How are members 
of the electoral college chosen? Describe the method by which 
the electors in each state perform their function. 

9 Describe briefly the process of making and ratifying a 
treaty. 



32 Civics — concluded 

Division IV lo Show the necessity of a judicial department 
in the federal government. Mention five classes of cases in 
v^^hich the United States courts have jurisdiction. 

11 What constitutes treason under the Constitution? What 
proof is necessary in order to convict of treason? What pro- 
vision does the Constitution make regarding the punishment 
of treason? 

1 2 Give reasons for and against the election of town officers 
at the general election in November. 



State of New York zi 

Education Department 
3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Friday, August 13, 1909 — 9.15 a. m. to 12.15 p. m., only 



ELEMENTARY BOOKKEEPING 

Answer the first five questions and three of the others. Each com' 
plete answer will receive 12^ credits. 

1-2 Make a balance sheet from the following ledger footings 
and inventories: 

Student (proprietor) I275 I7384 

Cash 7448 4126 

Merchandise 8250 3875 

Furniture and fixtures 900 

Bills receivable 1428 1 127 

Bills payable 350 878 

Expense 449 

Interest 12 16 

J. H. Jones 3S4 300 

C. W. Rider 1890 1450 

J. B. Whitney 250 2480 

Inventories: mdse ^6825; furniture and fixtures $850; ex- 
pense <j5200. 

3-5 ]\Iake cashbook and journal entries of the following 
transactions in form for posting to the double entry ledger. 
[Enter all cash items in cashbook. Cash should be posted from 
cashbook only. ] 

a July 6, 1909. You sell C. R. Snell a bill of goods amoimt- 
ing to $1525 and receive his note at 30 days for the 
amount. 
b You at once discount Snell's note at the bank. 
c July 9. You sell A. R. Billings on account a bill of goods 
amounting to $350. Terms ~/io "/-so (2^ off if paid in 
10 days, net 30 days). 
d July 19. A. R.- Billings sends you his check for his bill 
of July 9, less the discount. 



34 Elementary Bookkeeping — concluded 

e July 20. W. H. Rich draws on you at 10 days sight for 

5J5250 and you accept the draft. 
f ^'^y 3°- You pay the draft of W. H. Rich accepted July 20. 

6 Post to the double entry ledger all items given in ques- 
tions 3-5. 

7 Write Snell's note mentioned in a. Write Billings's check 
mentioned in d. [Students will supply places and bank for 
these papers.] 

8 Draw an oblong about the size of an ordinary check. In 
this show ttvo different forms of indorsement. Explain the 
difference between the two forms. 

9 Define the following terms: liabilities, insolvency, draft, 
certified check, promissory note, acceptance, trial balance, 
account sales. 

10 What is the essential difference between a set of books 
kept by single entry and a set of books kept by. double entry? 
Mention one advantage of each method. 



State of New York 35 

Education Department 

3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 

Friday, August 13, 1909 — 1.15 to 4.15 p. m., only 



HISTORY AND PRINCIPLES OF EDUCATION 

Answer eight qitestions. Each complete answer will receive 12)^^ 
sredits. 

1 Mention two particulars in which Greek education was 
superior to Oriental education; tivo in which it was inferior to 
modern education. 

2 Christ is called the Great Teacher. Mention and illustrate 
by examples the chief characteristics of his spirit and method. 

3 Give the name of the author and a brief account of each of 
two of the following: Institutes of Oratory, Great Didactic, 
Entile. 

4 Mention three effects of the Crusades on the education of 
Western Europe. 

5 Using as illustration one or more such names as Charle- 
magne, Luther or Loyola, show that some knowledge of gen- 
eral history is necessary for an understanding of the history 
of education. 

6 Give the title of Milton's work on education and comment 
on the curriculum advocated therein. 

7 Show how each of four of the following influenced the 
education of his time: St Augustine, Petrarch, Rabelais, 
Sturm, Francke, Frobel. 

8 Mention three practices or three principles of present day 
teaching that are due to the influence of Herbart. 

9 The last century has been specially noted for the advance- 
ment of science. Show the effect of this advancement on the 
school curriculum and on methods of teaching. 

10 At what time and in what state was the first Normal school 
in this country established? Trace the growth of Normal 
schools up to the present time. 

1 1 Compare educational ideals in Massachusetts in colonial 
times with those of Virginia, and give reasons to account for 
the difference. 

12 When was the first state superintendent of schools in 
New York chosen? Mention the changes in state supervision 
that have since been made, giving approximate dates. 

2 



3 6 State of New York 

Education Department 
3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Wednesday, August n, 1909 — 1.15 to 4.15 p. m., only 



PSYCHOLOGY AND PRINCIPLES OF EDUCATION 

Answer eight questions. Each cofnpiete answer will receive 12Y2 
credits. 

1 State the function of the nerves. What is reflex action? 
What is "reaction time"? 

2 In perception what is {a) the prehensive element, {b) the 
apprehensive element? 

3 What steps are included in an act of memory? Give a 
specific illustration showing these steps. 

4 Show what relation abstraction bears to the forming of 
concepts. 

5 What are the sources of material for judgment? Explain. 

6 What -is reasoning by analogy? What are {ci) its advan- 
tages, {U) its disadvantages? 

7 On what is the intensity of feeling dependent? 

8 Divide the emotions into at least tJiree classes and mention 
a characteristic of each class. 

9 State the conditions that affect attention. Show the rela- 
tion of interest to attention. 

10 Take some subject of the course of study, e, g. English, 
and show how the matter and the method of presentation 
should differ at different stages of growth from early child- 
hood through youth. Account for the difference. 

1 1 Show the relation of the actual work of the recitation to 
the Child's will. 

12 Define consciousness, subconsciousness, intuition, inhibi- 
tion. 



State of New York 37 

Education Department 

3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Wednesday, August 11, 1909 — 1.15 104.15 p. m., only 



SCHOOL MANAGEMENT 

Answer eight questions. Each co)nptete answer wilt receive 7^_^ 
credits. 

1 Give an outline of the work of organization to be done by 
a teacher on the first day of opening a new school. 

2 What is the general purpose of decoration in a schoolroom? 
Discuss the use of pictures for decoration, as to kinds, number 

and arrangement. 

3 For a model room occupied by several grades, describe the 
seats as to size, style and arrangement, having in mind the 
greatest comfort of the pupils. 

4 Make a program of study and of recitation for a sixth year 
class, giving the time and the length of each period. Give 
reasons for the order of arrangement. 

5 Present a plan for conducting a recitation in which new 
matter is to be taken up. Illustrate. 

6 What should a teacher seek to determine from answers 
submitted by pupils in a written examination? 

7 Does a well disciplined room imply a quiet room? Discuss. 

8 What should be the character of the daily personal prepa- 
ration made by a teacher in charge of primary grades? 

9 Show how and why the method of discipline for primary 
pupils differs from the method of discipline for grammar grade 
pupils. 

10 "The error we need to guard against most in reaching 
conclusions, is generalizing from insufficient data. " 

Give a specific illustration showing how to guard against this 
error. 



State of New York 
Education Department 

3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Friday, August 13, 1909 — 1.15 104.15 p. m., only 



SCHOOL LAW 



Answer eight questio)is. Each complete answer will receive 12)^2 
credits. 

1 State the requirements of the school law regarding {a) the 
formation of a new school district, {b) who shall issue the notice 
for a first meeting, {c) by whom the notice shall be served. 

2 Mention tJiree general qualifications and one special quali- 
fication that entitle any person to vote at a school meeting. 

3 What provision does the school law make for the purchase 
{a) of textbooks and other school supplies for poor scholars, {b) 
of maps, globes, blackboards and other school apparatus? What 
amount may be expended for such purposes? 

4 What qualifications must a person have in order to be 
eligible to the office of trustee? What other offices are trustees 
prohibited from holding? 

5 What annual reports are the trustees required to make? 
iMention tzvo items in each of these reports. 

6 Mention tivo town officers who have duties in relation to 
school matters and state in each case tJiree of these duties. 

7 Distinguish between a district quota and a teacher's quota. 
Mention the amount of each. 

8 For what cause may {a) a school commissioner annul a 
teacher's certificate, ij?) a trustee dismiss a teacher before the 
term of contract ends? Mention the right of the teacher in 
each case. 

9 Mention the special points of agreement that must be stated 
in a teacher's contract. What provision of the school law allows 
a person related to a trustee to be employed as a teacher? 

10 How are textbooks adopted in a common school? How 
may a change in textbooks be made? 



State of New York 39 

Education Department 

3D Midsummer Examination 

FOR 

TEACHERS CERTIFICATE 
Friday, August 13, 1909 — 1.15 to 4.15 p. m., only 



DRAWING 



Answer six qttestions, mcludz'ng- at least one questiotifrom each of the 
divisiotts II and III. Each complete anstuer will receive 16 credits. 
Four credits •will be based on the general neatness ani arrangement 0/ 
the work. Drarvings may be ift pencil or brush. At close of examina- 
tion inclose ivork in double sheet and plase declaration and sigjiature 
on last page 0/ double sheet. 

Put only one answer on a page. When 710 dimensions are given the 
larger dimension of the whole drawing shall b6 not less than four inches. 



Division I 

PICTORIAL 

ALL WORK FREE-HAND 

1 Draw t%vo Japanese lan- 
terns having circular hoops 
at the tops and disks at the 
bottoms. Represent as if 
hanging, one above and the 
other below the eye level. 

2 Make a drawing of two 
books, one lying on the 
other, the edges of one book 
not parallel with those of 
the other. Examiner may 
place the books in position. 
The books should be at least 
four feet from the candidate 
and below the eye level, 

3 Copy fig. I, making the 
drawing at least 5" high. 



FIG. I 



4° 
Division II 



Drawing — concluded 



DECORATIVE 

4 Draw free-hand a Greek 
border, showing good curved 
lines. No tracing allowed. 

5 Let your sheet of draw- 
ing paper represent a cover 
for a biology notebook. De- 
sign a simple cover, using 
marginal lines, the word 
biology and your own initials. 
The letters must be capitals 
drawn free-hand and placed 
to make a neat design. 

6 Copy fig. 2, making the 
drawing at least 4' high. 




Fig. 2 



Division III 

GEOMETRIC 

7 Within a circle of i' radius inscribe a regular octagon, 

8 Draw the top and front views and the developed surface 
of a flaring tin basin. Diameter at the top 3^, at the bottom 
zy ; vertical hight \\' . 

9 Make a working drawing, full size, of the object repre- 
sented in fig. 3. Show the front, top and end views, and 
dimension the drawing properly. Length 6", thickness and 
width i", halved joints. 




Fig. 3 



State of Ncxv York 4 1 

Education Department 



EXAMINATION FOR STATE CERTIFICATE 
Monday, August 23, 1909 — 1.30 to 5 p. m. 



SCHOOL LAW 
Each of the foil owing qteestt'ofts has 10 c 7- edits assigned to it. 

1 Distinguish between district quota and teacher's quota. What is (^j;) 

the amount of a teacher's quota, (^b) the maximum and the minimum 
amount of a district quota? 

2 By what authority are textbooks adopted {a) in a common school district, 

{b) in a union free school district? How may a change of textbooks 
be made and what penalty may be imposed on any person violating 
the requirements of the law in this respect? 

3 Under what condition may a person who is related by blood or marriage 

to any trustee be legally employed as a teacher {a) by the trustee or 
trustees of a common school district, (^) by a board of education in a 
union free school district? 

4 How may a vacancy in the office of trustee in a common school district be 

filled? How may a vacancy in membership of a board of education 
in a union free school district be filled? 

5 State the two essentials of the law in regard to fire drills. What penalty 

may be imposed on the principal for failure to observe this law? 

6 What are the requirements of the law relative to the teaching of physi- 

ology and hygiene in the several grades {a) as to number of lessons, 
(Jb) as to use of textbooks? 

7 State three provisions of the law relative to free tuition for nonresident 

academic students. 

8 Mention a duty of each of the following with reference to schools: {a) 

town clerk, {b) supervisor, (c) board of supervisors, (</) county judge. 



42 School Law — concluded 

9 Mention _/V»«r provisions of law relating to the duties of teachers in 
keeping the school reg^ter. 

lo State the three general qualifications and one of the special qualidcations 
reqtiired for a legjal voter in a school district meeting. 



GRAMMAR 
The figures in brackets indie ate the number of credits assigned. 

1 Select from the following quotation the subordinate clauses; give th^ 

subdivision of each adverbial clause and the syntax of each clatise 
selected : [12] 

Breathes there the man, with soul so dead. 

Who ne\-er to himself hath said. 

This is my o^'n, my native land? 

Whose heart hath ne'er within him burned. 

As home his footsteps he hath titmed 

From wandering on a foreign strand? 

If such there breathe, go, mark him well. 

2 Parse in full, from the above quotation, dead, this, own, land, whose, 

home, footsteps, wandering, breathe, well. [20] 

3 Give rales for the use of shall and will in the first, second and third 

persons ^a i in direct statements, {b) in questions. Illustrate each use 
by a sentence. [8] 

4 When should an adjective clause be introduced by that? when by who 

or whic/i? Construct a sentence illustrating the use of each. [8] 

5 Distinguish between the use of the indicative mode and the use of the 

subjunctive mode. Illustrate each. [10] 

6 Correct the errors in the f oUowing sentences, gi\-ing the reasons for your 

corrections: [8] (a) She told me who to expect, {b) When he came 
here he not only taught mathematics but science also, (c) Driving 
down the hill, a wheel came oS. the wagon, (</) I hear from him most 
e\-ery week. 

7 Construct a sentence in which much shall be used {a) as an adjective 

i^b) as an adverb, (r) as a noun; about (a) as a preposition, {b) as an 
adverb: [10] 

.8 What is meant by the relative time of the infinitive as compared with the 
absolute time of the principal verb? Give illustration. [10] 

Or 
Write sentences niustrating/f r'<r different uses of the infinitive and state 
the use of each infinitive given. [10] 

9 Write the conjugation (common form} of the verb biie. [14] 



CIVIL GOVERNMENT 43 

Each of the follo^uing quest tons has 10 credits assigned to it. 

1 Define or explain the following: nation, consul, ex post facto law, caucus, 

treaty. 

2 Mention traces of the federal idea of government still existing in the 

government of the United States. 

3 In what tii'o ways may amendments to the United States Constitution 

be {a) proposed, (<5) ratified? 

4 Mention five rights secured by the Constitution to persons accused of 

crime. 

5 Describe briefly the process of admitting a new state to the Union. 

6 Mention five things forbidden a state by the Constitution of the United 

States. 

7 Describe the composition of the county board of supervisors. State the 

principal duties of this board. 

8 Give in substance the provision of the Constitution in reference to the 

succession to the governorship in case of the death, resignation or 
removal of the governor. 

9 Distinguish between the grand jury and the petit jury as to {a) number. 
• {b) duty. 

10 State which executive department of the national government would 
consider each of the following: (a) violation of interstate commerce 
laws, {b) passports to foreign countries, {c) copyrights, {d) erection 
of lighthouses, (e) dealings with the Indians. 



44 State of New York 

Education Department 



EXAMINATION FOR STATE CERTIFICATE 
Tuesday, August 24, 1909 — 9 a. m. to 12.30 p. m. 



AMERICAN HISTORY 

Each of the follow ill i!^ questions has 10 credits assigned to it. 

1 Name {a) four men whose discoveries led to overlappiug and conflicting 

claims to territory in the New World, (b)fou?- European nations whose 
claims overlapped and conflicted. 

2 Give the principal reason for the settlement of each of the follow- 

ing colonies: Massachusetts, New York, Pennsylvania, Maryland, 
Georgia. 

3 Name _/??/<? battles that were in their consequences among the most im- 

portant ever fought on American soil and state what made each 
important. 

4 Name Jive large acquisitions of territory made by the United States, 

giving them in the order in which they were acquired. 

5 Name a very important event in American history not mentioned in 

previous answers that occurred during the administration of eachoi 
the foUowiug presidents: Thomas Jefferson, Andrew Jackson, James 
K. Polk, Abraham Lincoln, William McKinley. 

6 Name five American inventions that have greatly developed the indus- 

tries and the business of the country and give the name of the inventor 
of each. 

7 In what way does a tariff for revenue differ from a tariff for protection? 

8 State the main provision of each of the following amendments to the 

Constitution: 13th, 14th, 15th. 

9 Give a brief account of the Lincoln-Douglas debates of 1858. 

ID What immigrants to this country may become American citizens? What 
are the conditions under which they may become citizens? 



ARITHMETIC 45 

Each of the following quest wns has lo credits assigned to it. 

1 A mortgage for |900, for 3 years 6 months, at 7^, on the day it was made 

was sold at such a price as to give the purchaser an annual income 
of K>% on his money; at what price was it sold? 

2 Add 56343. 64723, 57849, 23454 and show the correctness of your work 

by casting out the 9's. [Give process.] 

3 Find the amount of water a circular cistern 6 feet in diameter and 8 feet 

deep will hold, allowing 231 cubic inches to the gallon. 

4 A lumberman sold 26,740 ft of lumber at |21 per M and gained 28^; how 

much would he have gained or lost had he sold it at |17.50 per M? 

5 Find the compound interest on $6500 for 1 year 6 months, at ^%, com- 

pounded semiannually. 

6 Two spheres contain respectively 343 cubic inches and 12,167 cubic 

inches ; find the ratio of their diameters. 

7 Find {a) the greatest common divisor of 126, 294, 462, {b) the least 

common multiple of 132, 144, 288, 324. 

8 The assessed valuation of a certain city was |35,480,000; the tax on a 

certain piece of property valued at |183,760 was |826.92. Find the 
whole amount of tax raised in the city. 

9 How many acres does a farm contain if | of it is in grass, ^\ in com, | 

in wheat and the remaining 33 acres in buckwheat? 

10 An engineer was directed to build 15 miles of road in 12 months and 
was given 100 men for the work; at the end of 7 months but 6 miles 
of the road had been constructed. How many additional men will he 
require in order to complete the work in the time set? 



^6 State of New Vor^ 

Education Department 



EXAMINATION FOR STATE CERTIFICATE 
Tuesday, August 24, 1909 — 1.30 to 5 p. m. 



GEOLOGY 

Eacli of the follo-uing questions has lo credits assigfied to it. 

1 Define five of the following; moraine, dip, concretion, dune, peat, sta- 

lactite. 

2 Distinguish, as to origin and structure each of the following kinds of 

rock: igneous, sedimentary, metamorphic. 

3 Describe the salt deposits of western and of central New York. State 

a theor}' to account for these deposits. 

4 State the conditions in river valleys necessary to the formation of each 

of the following; terraces, deltas, canons, waterfalls. 

5 Describe the origin and the development of a coral reef. 

6 Arrange the following in order of their appearance on the earth: birds 

mammals, amphibians fishes, reptiles. Mention the geologic era in 
which each of these kinds of life was most abundant. 

7 Describe the climate and the plant life of the Carboniferous era. 

8 Mention diflferent kinds of veins and describe the origin of each kind. 

9 Give an account of evidences found in Europe that indicate the existence 

of prehistoric man. 

10 Describe the geologic conditions that resulted in the formation of Long 
Island. 

CHEMISTRY 

Each ofthefolloivini^ questions has 10 credits assitftied to it. 

I Distinguish between acid and alkali, molecule and atom, acid salt and 
normal salt, oxidation and reduction, metal and nonmetal. 



Chemistry — concluded 47 

2 Describe the process of determining the composition of water by elec- 

trolj^sis. Mention the constituents of water and give their relative 
proportions by weight and by volume. 

3 Give t/iT'ee reasons for considering air a mixture and not a chemical 

compound. 

4 De.^cribe a laboratory method of preparing nitrogen from the air and 

write the reaction involved. Compare the jshysical and the chemical 
properties of nitrogen with those of oxygen. 

5 Compare the halogens as to {a) valence, (^b) atomic weight, {c) physical 

state, {d) color, {e) chemical activity. 

6 State the occurrence of sulphur in nature and describe the extraction of 

sulphur from one of its ores. 

7 Describe the process of preparing lime water from limestone and write 

the reactions. Give the test for lime water, writing the reaction. 

8 Name the important constituents of illuminating gas and give their rela- 

tive importance for the production («) of heat, (^).of light. 

9 Account for the raising of bread by the fermentation of yeast. Write 

the principal reaction. 

xo Find the weight of zinc chloride and of hydrogen formed by the inter- 
action of roo grams of zinc with hydrochloric acid. [Atomic weight 
of Zn=65, of Cl:=35.5.] 



COMPOSITION AND RHETORIC 

The figures in brackets indicate the number of credits assigned. 

1 Our century is distinguished by an ardent return of civilized man to 
that love of nature from which books and urban life had temporarily 
diverted him. The poetry and the science of our times alike foster 
this love, and add to the delights which come to lovers of nature 
through the senses, the delights of the soaring imagination, and the 
far-reaching reason. In many of our mental moods the contempla- 
tion of nature brings peace and joy. Her patient ways shame hasty 
little man; her vastnesses calm and elevate his troubled mind; her 
terrors fill him with awe ; her inexplicable and infinite beauties with 
delight. Her equal care for the least things and the greatest corrects 
his scale of values. 

a Give the topic sentence of the paragraph. [3] 

b Give the relation of sentences two, three and four to the inain thought 
of the paragraph. [4J 

C Point out an examjjle of parallel construction. [3J 



48 ('oMPOSniON AND RHETORIC COIlcludcd 

2 a Write a description of a vallej'. If possible have your point of view 

above the valley. [12] 
b Point out the expression that gives the point of view, the expression 
that gives the first impression of the picture as a whole (fundamental 
image), the objects in the picture and the expressions that indicate 
the position of those objects. [8] 

3 Write a narrative of three or four paragraphs on one of the following 

topics ; [25] 
a The Story Told by the Circus Man. 
b A Ride with the Man in the Moon. 
c The Last Day of SchooL 

4 Name the kind of verse in each of the following: stanzas, mark the 

scansion and the cesural pauses : [20] 
Have you read in the Talmud of old, 
In the legends the Rabbins have told, 
Of the limitless realms of the air, 
Have you read it, — the marvelous story 
Of Sandalphon, the Angel of Glory, 
Sandalphon, the Angel of Prayer? 

Methought I heard a voice cry "Sleep no more I 
Llacbeth does murder sleep," the innocent sleep, 
Sleep that knits up the ravelled sleave of care. 
The death of each day's life, sore labor's bath, 
Balm of hurt minds, great nature's second course, 
Chief nourisher in life's feast. 

5 Give the arguments for and against one of the following propositions : [25] 

a A public officer should receive no salary. 

b Latin should be a prescribed study throughout the high school course. 

c The presidential term should be extended. 

d Newspaper reading is unprofitable. 



Stale of New York 49 

Education Department 



EXAMINATION FOR STATE CERTIFICATE 
Wednesday, August 25, 1909 — 9 a. m. to 12.30 p. m. 



ENGLISH AND AMERICAN LITERATURE 

Each 0/ t he following questions has isYz credits assigned to it. 

1 Name the poem from which the following quotation is taken and explain 

fully its connection with the poem : 

He prayeth best who loveth best 
All things, both great and small ; 
For the dear God who loveth us. 
He made and loveth all. 

Or 
Show how, in the Vision of Sir Launfal, nature is represented as sym- 
pathizing with or as reflecting Imman feelings. 

2 Name the character who had the most influence on Silas Marner's life 

{a) in Lantern yard, {b) in Raveloe. Tell how each influenced him. 

3 Briefly outline Franklin's plan for attaining moral perfection. 

Or 
Mention the members of the Spectator Club and tell what phase of life 
each represented. 

4 Give Emerson's ideal of a scholar and estimate the effect of his teaching 

on the literary life of America. 

Or 
State briefly what Ruskin says in Sesame and Lilies about a woman's 
education. 

5 'What great historical event is commemorated in Henry V? Name in 

order the events that lead up to the climax of this play. 

Or 
Contrast the characters of Brutus and Cassias with regard to motives 
in joining the conspiracy. 

6 What is Burke's estimate of the ''temper and character of the colonies" 

both in the North and in the South? 



50 El>'GLISH ANB AMERICAN LITERATURE COHcludcd 

7 Give the theme of {a) L Allegro, {d) II Penseroso. Write a brief 
summary of one of these poems. 

S Give Carlj^e's idea of a "true poet-soul" as represented by Burns. 

Or 
Explain the real or apparent change in the character of Lady Macbeth 
as shown in the last part of the play. 



ALGEBRA 

Each of thefolloiving questions has lo credits assigned to it. 

-r+2 x—Z 

I Fmd the value of 



9.t;+14 .r«- 12.1- +35 

2 Factor each of the following: 6.i- - — ll.r — 35 ; ac- +bd^ — ad- — be* ; 

m^ + n^ ; .r» — d^ — 2.ij + j» ; a^d - b^ 

3 Find the value of -^- X ^^ zw — 



,_ 3 

4 Solve Vx — V .r — 5 = — =• 

Vx 

5 If the rate of a train were 5 miles greater per hovir, it would take the 

train 1 hour less to travel 210 miles; what is its rate of speed? 

6 Show which is the greater, 4|/2 or \\^'il 

7 Extract the square root of .r- + 1 to three terms. 

8 Losing the binomial theorem, find the value of ( 2 — -j- ) 

g Solve -j -^ , 

(x+y—b 

lo Two rectangles contain 480 sq. yd each; their difference in length is 10 
yards and their difference in breadth is 4 yards. Find the length of 
the sides of each. 



State of Neiv York 
Education Department 



EXAMINATION FOR STATE CERTIFICATE 

Wednesday, August 25, 1909 — 1.30 to 5 p. m. 

' GEOGRAPHY 

Each of the following questions has 10 credits assigned to it. 

1 State a marked geographic difference between Massachusetts and Iowa. 

Show how this difference has affected the leading industries of each 
of these states. 

2 Arrange the following in order of importance with respect to {a) extent 

of territory, {b) commerce: France, Germany, Russia, United States, 
Japan. 

3 Give four geographic conditions that have contributed to the commercial 

importance of the State of New York. 

4 Draw a circle and on it indicate the relative position of the following wind 

zones : equatorial calms, trades, horse latitudes, prevailing westerlies. 
Show the direction of the trades and of the westerlies. 

5 Locate by country each of the following: Antwerp, Lima, Valparaiso, 

Moscow, Madras, Fez, New South Wales, Canton, Lassa, Birmingham. 

6 The 50th meridian, west longitude, crosses the equator in the mouth 

of the Amazon river; the 8oth meridian, west longitude, crosses the 
equator on the western coast of Ecuador. Compute in statute miles 
the distance between the places named. 

7 Locate each of the following and associate with it a man or an event of 

historic importance: Waterloo, Athens, Quebec, Mecca, Constanti- 
nople. 

8 Locate the following bodies of water: Great Salt Lake, Japan sea. 

Black sea, Baltic sea, Mediterranean sea. Red sea, English channel. 
Gulf of Bothnia, Bering strait, Caspian sea. 

9 Mention five portions of the earth where wheat is extensively raised. 

10 Draw roughly a map of the eastern and western hemispheres, showing 
the grand divisions. On this map trace approximately the route 
followed by the American fleet in its recent trip around the world. 

METHODS AND SCHOOL MANAGEMENT 

The figures in brackets indicate the number of credits assigned. 

I How should questions in review work differ from questions in advanced 
work? Illustrate. [10] 



52 Methods and School Management — concluded 

2 Mention three advantages and two disadvantages of rural schools as 

compared with large village schools. Discuss ofw of the advantages 
and one of the disadvantages mentioned. [lOj 

3 Outline a lesson on the topic "Industries of New York State." To 

what grade should this lesson be given? [10] 

4 State in order of relative importance the different points to be considered 

in the promotion of a pupil in the grades. [lOJ 

5 State approximately what should be the average age of pupils in each of 

the eight grades. Give reasons to explain why in these grades there 
may be a large per cent of pupils in excess of the average age. [10] 

6 What characteristics make drill work most effective? What precautions 

should be taken in the use of drill? Why? [10] 

7 Discuss high school athletics. What should be the position of the school 

faculty in regard to general school athletics? [10] 

8 In what ways should methods of instruction employed in the grammar 

grades differ from those in the primary grades? Give illustrations in 
the teaching of nature study. [10] 

9-10 A rural school district votes $1200 for a new school building to be 
placed on a site owned by the district 

a Draw the floor plan for such a building, giving measurements. [5] 

b Locate desks, windows, blackboards and bookcase. [5] 

c Describe a feasible system of ventilation. [10] 

HISTORY AND PRINCIPLES OF EDUCATION 

Each of the following questions has ro credits assigned to it. ' 

1 Compare Chinese education ^vith Hebrew education, touching on resem- 

blances and differences in underlying principles and ideals. 

2 Mention three Greek educational theorists and state the contributions 

made to Greek education by tu'o of them. 

3 Describe monastic education. How is modern education indebted to 

monastic education? 

4 What is meant by Humanism? Name three prominent Humanists. 

Account for the decline of Humanism. 

5 Show what German education owes to Luther. 

6 Mention some characteristics of the child training advocated by Rousseau 

in his Emile. 

7 Discuss the relation of the Herbartian movement to the teachings of 

Pestalozzi. 

8 Describe the origin of the kindergarten. 

9 Tell something of the educational work of Henry Barnard. 
10 Distinguish between industrial training and manual training. 



State of New York 53 

Education Department 



EXAMINATION FOR STATE CERTIFICATE 
Wednesday, August 25, 1909, p. m. 



SPELLING 



Words to be pronounced by the examiner 
Each of the following words has two credits assigned to it. 



1 arraignment 

2 characteristic 

3 differentiate 

4 grotesque 

5 inaugurate 

6 laboratory 

7 municipal 

8 preferable 

9 blight 

10 apparatus 

11 eccentricity 

12 subtle 

13 spontaneity 

14 vitiated 

15 mischievous 

16 interruption 

17 asylum 

18 interminable 

19 supplementary 

20 Binghamton 

21 polytechnic 

22 Manchuria 

23 diminution 

24 acetylene 

25 conscientious 



26 caricature 

27 predecessor 

28 simultaneous 

29 separation 

30 turpentine 

31 Connecticut 

32 subterranean 

33 referred 

34 phenomena 

35 discipline 

36 effectiveness 

37 accommodate 

38 crystallizing 

39 malleable 

40 synonymous 

41 exaggerate 

42 appropriate 

43 economic 

44 adolescent 

45 Hawaii 

46 correspondent 

47 appreciative 

48 acquiesce 

49 sympathetic 

50 comparatively 



54 State of Neiu York 

Education Department 



EXAMINATION FOR STATE CERTIFICATE 
Thursday, August 26, 1909 — 9 a. m. to 12.30 p. m. 



GEOMETRY 

Each of the follo7ving qucst/ons has 10 credits assigned to it. 

1 Define {a) polygon, {b) converse of a proposition, {c) concurrent lines, 

(i^) a fourth proportional, {c) regular polygon. 

2 Give the conclusion to the hypothesis: In any obtuse triangle the square 

of the side opposite the obtuse angle is equal to . . . 

State the converse of the proposition: In the same circle or in equal 
circles, equal chords are equidistant from the center. 

3 Demonstrate: The bisectors of the angles of a triangle intersect at a 

common point. 

4 Prove that the square on the diameter of a circle equals twice the square 

inscribed in the circle. 

5 Demonstrate: If two triangles have two sides of the one equal respec- 

tively to two sides of the other but the included angle of the first 
greater than the included angle of the second, then the third side of 
the first is greater than the third side of the second. 

6 Demonstrate: If from a given point a secant and a tangent are drawn 

to a circle, the tangent is tlie mean proportional between the whole 
secant and its external segment 

7 The area of an equilateral triangle is 4 V 3; find a side. 

8 The base of a triangle is 60 ft and the altitude is 40 ft; find the length 

of a line parallel to the base and 10 ft above the base. 

9 Construct an isosceles triangle on the same base as a given triangle and 

equivalent to it Give proof. 

10 Find a point equidistant fro'ra two given points and at a given distance 
from a given straight line. Give explanation. 



PHYSICS 55 

Each of the foHo^oitig questions has lo credits assigned to it. 

1 Describe the process of welding; of soldering. Name in each case the 

physical property on which the jDrocess depends. 

2 A body starting from i-est has a uniform acceleration of 9.8 meters per 

second; what will be its velocity at the end of the loth second? How 
far will it go in lo seconds? 

3 Two parallel forces'of 16 and 24 dynes respectively and 20 cm apart are 

acting at the same time and in the same direction on a rigid bar ; draw 
a diagram showing the location and the magnitude of the resultant. 

4 A church bell is ringing \ mile from one man and \ mile from another; 

to which one will the sound seem the louder? how much louder? State 
the law illustrated. 

5 Discuss the advantages and the disadvantages of heating a building 

with hot water. Mention three precautions that should be taken in 
installing such a system. 

6 Describe a method of comparing tlie illuminating power of two sources 

of light. 

7 In early fall a plank walk is often covered with hoar frost while there 

is no appearance of frost on the nail heads. Explain. 

8 Describe an experiment to illustrate induction hy current electricity. 

9 Account for the weakening of a copper and zinc cell in a closed circuit. 

10 The falls of Niagara are about 160 ft high and deliver about 700,000 tons 
of water every minute ; what is the horse power of the falls? [Simply 
indicate the work.] 



56 State of New York 

Education Department 



EXAMINATION FOR STATE CERTIFICATE 
Thursday, August 26, 1909 — 1.30 to 5 p. m. 



BOTANY 

Each of the following questions has 10 credits assigned to it. 

1 Defitae five of the following: raceme, tuber, ovule, akene, xerophyte, 

angiosperm. 

2 Describe by aid of a drawing the general structure and contents of a 

typical vegetable cell. 

3 Name the principal parts of the bean seed. Describe the germination 

and growth of the bean seel, using drawings to illustrate two stages 
of its growth. 

4 Compare the structure of a monocotyledonous stem with that of a dico- 

tyledonous stem. Illustrate each form of stem by a labeled drawing. 

5 Under what conditions and in what parts of a plant is starch formed? 

6 Describe methods by which buds are protected by nature from cold and 

from wet and dry conditions. Give examples to illustrate. 

7 Name the parts of a complete flower and state an important function of 

each part named. 

8 Compare briefly the general characteristics of two of the following 

families, noting important differences: lily, rose, crowfoot, pulse (pea). 

9 Describe four ways in which seeds are adapted for dispersal by natural 

means and name a plant to illustrate each way mentioned. 

10 Give the life history of the fern. 



DRAWING 

Answer eight questions. Each of the following questions has 12}^ 
credits assigned to it. 

I Define the following terms when applied to color: standard, warm, cold, 
pigment, harmony, scale, complementary, broken. 



D R A \v 1 \ G — concluded 5 7 

2 Make two drawings of a flower, one naturalistic, the other convention- 

alized. 

3 Imagine a common ladder lying flat on the ground, in front of you, the 

long sides running from left to right. Make a free-hand sketch of the 
ladder. Show eye level. 

4 Draw free-hand either a group consisting of a square prism standing 

vertically, a cylinder lying horizontally but at an oblique angle and a 
circular plinth, or a group of three objects based on the type solids. 

5 Draw free-hand a typical Greek ornament, the drawing to be at least 4' 

in its greatest extent. 

6 Within a rectangle 3" x 5" draw a simple landscape composition. Finish 

in three flat tones. 

7 By any geometric method construct a regular octagon. Show all con- 

structions. 

8 Make a complete working drawing of a common table knife, including 

one cross-section through the blade and one through the handle. 
Drawing to be ftill size. 

9 Copy sketch, making it at least twice the size. 



*»»k*.irt*rJiM^J»WMHu;v> .. 1 









r 









V* 



/. 



I 






5S State of New York 

Education Department 



EXAMINATION FOR STATE CERTIFICATE 
Friday, August 27, 1909 — 9 a. m. to 12.30 p. m. 



PHYSIOLOGY AND HYGIENE 
Each of the follo7vtng questions has 10 credits assigned to it. 

1 Define five of the following: villi, trachea, papilla, ganglia, medulla, 

cochlea, pleura. 

2 Describe by aid of a drawing the microscopic appearance of the cross- 

section of a bone. 

3 Name and locate the salivary glands. State the functions of saliva in 

the process of digestion. 

4 Describe an experiment to illustrate the digestion of albumin. 

5 Give the effect of alcoholic drinks on the stomach and its secretions. 

Compare the action of alcohol on the stomach with its action on the 
intestines. 

6 Describe {a) the pulmonary circulation of the blood, (b) the portal system 

of circulation. 

7 Explain fully the changes that occur in the blood as it passes through 

the lungs. 

8 Make a labeled drawing of a cross-section of the spinal cord. Mention 

the functions of the important parts of the spinal cord. 

9 What is the effect of moderate exercise on the muscles? on the whole 

body? State the effects of overexertion. 

10 Discuss the importance of the proper ventilation of sleeping rooms. 

BOOKKEEPING 

Each of the following questions has 10 credits assigned to it. 

I What is a trial balance? How often should a trial balance be taken? 
What two common errors may cause an imperfect balance? Mention 
two errors that would not be discovered by a trial balance. 



Bookkeeping — concluded 59 

2-3 From the following ledger balances and inventories make either a 
trial balance and statement or a formal six column balance sheet: 
Proprietor Cr. 18675.90; Cash Dr. I2495. 30; Mdse Dr. $5840.25 ; Fur- 
niture & Fixtures Dr. I350 ; Bills Payable Cr. I468. 50 ; Bills Receivable 
Dr. I532.84; Expense Dr. $190.22 ; Interest Cr. I177.08; Mdse or 
Trade Discount Cr. $291. 10; William Walton Dr. $135.95 ; Martin 
Bros. Cr. $437.40; Smith & Smith Dr. $574.75; Thomas Bullock Cr. 
I69-33- 
Inventories are : mdse $6027. 15; furniture and fixtures $345 ; expense 
$125. 

4-6 Enter the following transactions in journal and cashbook in form for 

posting to double entry ledger. 

Aug. 17, 1909. James Harper, White Plains, N. Y., began a flour and 

feed business with the following resources: cash 

$985.70; 30 day note of Henry Grant, dated July 29, 

1909, for $300, without interest; merchandise $1256. 10; 

amount due from G. D. Holland $210. His liabilities 

were amount due to Chase & Co. $316. 50 and a 60 day 

note in favor of Albert Davison, dated Aug. 10, 1909, 

for $ 1 50, without interest. 

Aug. 18. Bought of Chase & Co. on account 15 bbl. winter wheat flour 

@ $6 ; 10 bbl. spring wheat flour @ $5. 
Aug. 19. Bought for cash stationery, stamps etc. $18.50. 
Aug. 20. Sold L. E. Mayo on account 10 bbl. winter wheat flour @ 
$6.50; 5 bbl. spring wheat flour @ $5.75; 100 bu. corn @ 
70^. 
Aug. 21. Bought of Darwin Bros., New York, at 5 days, 1000 bu. corn 

@ 5O0. 
Aug. 23. Paid Chase & Co. on account $200. 
Aug. 24. Sold Philip Green on account 100 bu. oats @ 40^ ; 100 bu. rye 

@ 95^; 50 bu. barley @ $1. 
Aug. 25. Received check from L. E. Mayo for amount of bill of Aug. 20. 
Aug. 26. Sent Darwin Bros, bank draft (National Commercial Bank, 
John Smith, cashier, on Bank of Manhattan, New York) 
for amount of bill of Aug. 21. 
Aug. 27. Henry Grant paid his note of July 29 [See investment]. 
Aug. 28. Cash sales to date $196. 10. 

7-8 Post to the double eutrj' ledger items given in questions 4-6. 

9 Make out in proper form the bill for goods sold Aug. 20 and show receipt 
as of Aug. 25. 

10 Write the draft mentioned in the transaction of Aug. 26. Write the 
note mentioned as a resource on commencing business. 



6o State of New York 

Education Department 



EXAMINATION FOR STATE CERTIFICATE 
Friday, August 27, 1909 — 1.30 to 5 p. m. 



GENERAL HISTORY 
Each of the following questions has 10 credits assigned to it. 

1 State what is meant by each of the following: Rosetta stone, Doomsday 

book. Bema, the Field of the Cloth of Gold. 

2 Mention two arts cultivated by the Egyptians and give proofs that these 

arts existed in Egypt. 

3 Account for the active colonizing spirit among the Greeks. Mention 

four localities where the Greeks founded colonies. 

4 Give in reference to the Peloponnesian War (a) one remote cause, {b) 

one immediate cause, ic) two leading events, (d) result. 

5 State briefly the causes leading to the establishment of the office of 

tribune at Rome. Show the importance of this step on the subse- 
quent development of Rome. 

6 Give the approximate date, the locality, the opposing forces and the 

result of the battle of Chalons. 

7 Account for the rise of feudalism and give reasons for its decline. 

8 Write brief biographic notes on five of the following; Confucius, Charles 

Martel, Edward III of England, Themistocles, Bismarck, Pompey, 
Abraham Lincoln. 

9 Give the approximate time, the cause and the result of each of two of 

the leading European wars of the i8th century. 

10 Describe briefly the political conditions that brought Oliver Cromwell 
into prominence. 

ZOOLOGY 

Each of the following questions has 10 credits assigned to it. 

X Describe, making use of a diagram, the structure of a jirotozoan. 
Mention three functions performed by this animal. 



Zoology — concluded 6 1 

2 Describe, with reference to Jli/e of the followini^, special adaptations for 

protection from enemies: rabbit, turtle, weasel, locust, sea anemone, 
giraffe, tiger. 

3 Describe the mouth parts of the grasshopper and of the butterfly. Show 

in each case how the mouth parts of the insect are adapted for securing 
food. 

4 Name insects that are of economic value in (a) cross-pollination of 

flowers, id) destruction of injurious insects. Show in each case how 
the work is accomplished. 

5 Describe the external structure of the frog or of the toad. 

6 By what peculiarities of structure are some birds specially adapted for 

securing insect food? Give illustrations. 

7 Show how coral polyps are of economic importance. Name an animal 

closely related to the coral polyp. 

8 Describe the respiration of the fish. How does the structure of the fish 

adapt it for securing food? 

9 Describe the crayfish or the lobster as to {a) methods of locomotion, {b) 

habits. 

ID Define y?z/^ of the following terms: invertebrate, cilia, antenna, dorsal, 
embryo, spiracle, tentacle. 



ASTRONOMY 

Each of ihe following questions has lo credits assigned to it. 

1 Mention three ways in which astronomy is of practical value. 

2 Name and define the circles and points in one of the systems of celestial 

measurement. 

3 Describe the planet Jupiter as to physical condition, size and telescopic 

appearance. 

4 Describe the effect of refraction on the apparent position of a heavenly 

body when the body is (a) near the zenith, (^) near the horizon. 
Explain. 

5 Describe the telescopic appearance of {a) sun spots, {b) solar prominences. 

6 Show by use of a diagram the relative positions of the sun, earth and 

moon at {a) new moon, (b) first quarter, (c) full moon, {d) last quarter. 
Indicate in each case the illuminated part of the moon. 

7 What evidence in support of the nebular hypothesis is furnished by the 

motions and the physical conditions of the bodies of the solar system? 

8 State the distance from the earth {a) of the sun, {b) of the moon. Give 

the diameter of each. Give the time required for the rotation of the 
moon. 



62 Astronomy — concluded 

g Describe a constellation the greater part of which is located more than 
45 degrees from the north celestial pole. At what time of the vear is 
the constellation visible in this latitude? 

ID What is believed to be the origin of shooting stars? State the causes of 
their luminosity. 

LATIN 
Each of the following quest ions has lo credits assigned to it. 

1-5 Translate into English: 

1 Palus erat non magna inter nostrum atque hostium exercitum. 

2 Hanc si nostri transiretit, hostes exspectabant ; nostri autem, si ab 

3 i/lis initium trauseundi fieret, ut impeditos aggrederentnr, parati 

4 in armis erant. Interim froelio eqiiestri inter duas acies con- 

5 tendebatur. Ubi //tv^/;/ trauseundi xmiwxva fciciunt, secundiore 

6 equitinn proelio nostris, Caesar suos in castra reduxit. Hostes 

7 protinus ex eo loco ad fuinen Axonam contenderunt, quod esse 
S post nostra castra demonstratum est. Ibi vadis repertis partetn 
9 suarum copiariim traditcere comxii sunt, eo consilio, ut, si possenf, 

10 castellum, ci/i praeerat Ouintus Titurius legatus, expugnarent 

11 pontemque interscinderetit; si minus potuisseut, agros Remorum 

12 popularentur, qui maguo nobis i/sui ad bellum gerendum erant, 

13 co/n/neatuque nostros prohil>erent. 

— Caesar, De Bello Gallico, II, 9 

6 Give the reason for the case of nostris (line 6), copiarum (line 9), cui 

(line 10), «.f///(Uue 12), conuneatii (line 13). 

7 Give the reason for the mode of transirent (line 2), faciunt (line 5), 

possent (line 9) ; for the mode and tense of interscinderent (line 11). 

8 Write the accusative singular neuter of illis (line 3) ; the genitive plural 

oi proelio cquestri (\\n& i,^\ the genitive singular of «t-///r/ (line 5); 
the nominative singular of eq nit ion (line 6) ; the nominative plural 
oiflumen (line 7); the genitive plural oi partetn (line S); the accusa- 
tive singular of eo consilio (line 9); the dative singular of nobis 
(line 12). 

9 Write the principal parts of aggrederentiir (line 3), possent (line g), 

prohiberent (line 13). Conjugate transirent (line 2) in the future 
indicative. Write the perfect infinitive, active and passive, of tra- 
diicere (line 9). 

10 Translate into Latin: 

a Since the Belgians could neither capture the fort uor cross the river, 
they did not know what to do. 

b Caesar was informed by Titurius, his brave lieutenant, that all the 
forces of the barbarians were approaching the Roman camp. 

FRENCH 

Each of the following questions has 10 credits assigned to it. 

1-5 Translate into English: 

Et puis alors, reprit petit Pierre, qui etait fier d'avou- a raconter 
uneaveuture, cet homme-l^a eu I'air de se facher parce que Marie 



Frenc h — concluded 63 

lui disait qu'elle s'en irait. Et ma Marie s'est fa,chee aussi. Alors 
il est venu centre elle, comme s'il voulait lui faire du nial. J'ai 
eu peur, et je me suis jete contre Marie eu criant. Alors cet 
homme-la a dit comme 5a: "Qu'est-ce que c'est que §a? d'oii 
sort cet enfant-la?" Et il a leve son baton pour me battre. Mais 
ma Marie I'aempeche, etelle lui adit comme ^a: "Nouscauserons 
plus tard, monsieur ; a present il faut que je conduise cet enfant-ld 
k Fourche, et puis je reviendrai." Et aussitot qu'il a ete sorti de 
la bergeiie, ma Marie m'a dit comme 9a: "Sauvons-nous, mon 
Pierre, allons-nous-en d'ici bien vite, car cet homme-la est mechant, 
et il ne nous ferait que du mal." Alors nous avons passe derriere 
les granges, nous avons pass6 uu j^etit pre, et nous avons ^te k 
Fourche pour te chercher. Mais tu n'y etais pas et on n'a pas 
voulu nous laisser t'attendre. Et alors cet homme-la, qui 6tait 
nionte sur sou cheval noir, est venu derriere nous, et nous nous 
sommes sauves plus loin, et puis nous avons et6 nous cacher dans 
le bois. Et puis il y est venu aussi, et quand nous I'entendions 
venir, nous nous cachions. Et puis, quand il avait passe nous 
recommencions k courir pour nous en aller chez nous; et puis 
enfin tu es venu, et tu nous as trouves; et voila comme tout §a 
est arrive. N'est-ce pas, ma Marie, que'je n'ai rien oublie? 

— George Sand, La mare au diable 

6 Give the principal parts of reprendre, vivre. Conjugate voiiloir in 

the present subjunctive active, incttre in the preterit (past definite) 
indicative active, courir in the future indicative. 

7 Write a list of the personal pronouns, specifying the forms used (a) as 

subject, {b) as direct object, (f) as indirect object, {d) after a prepo- 
sition. 

8 Write the irregular comparison of bon, mattvais, pen. Form an adverb 

from each of the following adjectives : polt, prudent, vraz, heureux. 

9 Explain and illustrate the following: impersonal verb, reflexive verb, 

possessive pronoun. Translate into French the following expressions 
to illustrate the partitive idea: (a) some bread, {b) many friends, (£•) 
English soldiers, {d) I have no money. 

10 Translate into French [Do not use figures] : {a) Which of the girls has 
just given it to yoii? (/;, c) It is necessary for your brother to come 
tomorrow but I fear it will not be pleasant weather, {d) What day 
of the month is it today? Friday, August 27, 1909 {e) My friend and 
I will go to the country next week. 

GERMAN 

Each of the following qicestions has 10 credits assigned to it. 

1-4 Translate into English: 

1 Der tapfere, franzosische Ritter.Walthervon Thurn, rittineiner 

2 oden syrischen Wiiste. Da horte er von feme ein langes klag- 

3 liches Gestohne. Gewifs, dachte er, haben verruchte arabische 

4 Riiuber einen Wanderer angefallen. Er sprengt hin auf seinem 

5 Streitrosse ; aber als dieses vor der finstern engen Kluft stand, 

6 stutzte und zitterte es, biiumte sich und schiiumte ins Gebifs. 

7 Diefiinkclnden Aiigcn eiiies grofsen, mannlichen Lowen blitz- 

8 ten ihni entgegen. Dieser lag im Kampfe mit einer ungeheuren 

9 Schlange, welche sich schon um Leib und Schweif des Lowen 

10 gewunden hatte. Ohne sich zu besinnen, schwang Walther sein 

1 1 machtiges scharfes Schwert, und mit einem tuchtigen gliicklichen 

12 Streiche spaltete er der Schlange den Leib. Als der Lowe sich 



64 German — concluded 

13 von der furchtbaren, wiitenden Feindin erlost sah, erhob er 

14 sich, briillte laut, schiittelte die Mahne, streckte den Leib, und 

15 nahte sich dann seinem Retter. Sanft schmeichelnd kroch er 

16 zu dem jungen unerschrocknen Helden, und leckte ihm Schild 

17 und Hand. Von nun an veiiiefs er ihn nicht mehr, sondern 

18 folgte ihm, wie ein Hund, auf dem Marsche iiber Fliisse und 

19 in den Streit. 

20 Mehrere Jahre lang war der Ritter im heiligen Lande gewesen, 
2 [ und hatte viele tapfere Taten verrichtet, und einen beriihmten 

22 geachteten Namen sich erworben. Endlich empfand er Sehn- 

23 sucht nach dem fernen, teuern Vaterlande, wollte dahin zuriick- 

24 kehren und den guten treuen Lowen mitnehmen. Aber kein 

25 Schiffer wollte das Tier in sein Schiff aufnehmen, obgleich 

26 Walther doppelten, ja vnerfachen Lohn bot. Endlich liefs der 

27 Ritter ihn zuriick, und er fuhr allein ab. Da erhob der Lowe 

28 ein langes klagendes Gebriill, lief angstlich am Strande auf und 

29 ab, stand dann am Ufer stille, schaute dem Schifife nach, und 

30 stiirzte sich endlich ins Meer. 

31 Man sah ihn vom Schiffe aus, und beschlofs, das edle Tier auf- 

32 zunehmen. Schon war er dem Schiffe nahe, da verliefs ihn die 

33 Kraft, er blickte noch einmal mit treuen, hellen Augen nach 

34 dem Ritter und versank. 

Kliift = chasm, schdumen = foam 

5 Give the reason for the case of I'hiii (line 8^, Schweif (line 9), Retter 

(line 15), ihm (line 16), Jahre (line 20). 

6 Decline in the singular die funkelnden Augen (line 7), der Schlange 

(line 12). Decline in the plural der furchtbaren Feindin (line 13); 
in both singular and plural welche (line 9). 

7 From the passages in questions 1-4 select one simple weak verb, tzvo 

simple strong verbs, one verb with separable prefix, one verb with 
inseparable prefix. Write the principal parts of each verb selected. 

'8 Give the modal auxiliaries. Write the synopsis of a modal auxiliary in 
the third person singular. 

9 Answer both a and b: 

a Compare tapfer, lang, beriihmt, nah. 

b Write and translate original German sentences illustrating three 
different uses of the subjunctive. 

10 Translate into German : 

When Alexander saw that his soldiers were dying of thirst, he poured 
the water on the ground. The men then cried : "Up ! Lead us on ! 
We are not weary, we are not thirsty, when such a king is leading 
us!" 

SPANISH 
Each of the following questions has 10 credits assigned to it. 

1-5 Translate into English: 

Mucho tiempo ha, vivian dos jovenes esposos en lugar muy apartado 
y riistico. Tenian una hija, y ambos la amaban de todo corazon. 
Cuando la niiia era aun muy pequeilita, el padre se vi6 obligado 
a ir a la ciudad capital del imperio. Como era tan lejos, ni la 
madre ni la nina podian acompanarle, el se f ue solo, despidiendose 
de ellas y prometiendo traerles k la vuelta muy lindos regalos. 



Spanish — concluded 65 

Cuando siipo la mujer que volvia sii marido, visti6 d la nitia de gala, 
lo niejor que pudo, y ella se vislio un precioso traje azul que sabia 
que a el le gustaba en extreme. 

No utino k encarecer el contento de esta buena mujer cuando vi6 al 
marido volver k casa sano y salvo. La chiqi:itina daba palmadas 
y sonreia con deleite al ver los juguetes que su padre le trajo. 

— A ti — dijo k su mujer — te he traido ini objeto de e.xtrano merito; 
se llama espejo. Mirale y dime que ves dentro. — Le di6 entonces 
ima cajita de madera blanca, donde, cuando la abrio ella, encontr6 
un disco de metal. 

— <iQue ves? — pregunto el marido. 

— Veo a una linda moza que me mira y mueve los labios como si 
hablase, y que lleva, caso extrano, un vestido azul exactamente 
como el mio. 

Es tu propia cara lo que ves — le replico el marido. — Ese redondel 
de metal se llama espejo. En laciudad, cada persona tiene uno; 
por mas que nosotros aqui en el campo no los hayamos visto hasta 
hoy. — Valera, Un cuento japones [abridged] 

atinar = be capable, encarecer = exaggerate 

6 Conjugate saber a.nA encontrar in the present indicative active; tener 

and 7>er in the present subjunctive active ; decir in the future indica- 
tive active. 

7 Write the plural of la criiz, el rey, el Ingles; the singular of los pies, 

los lunes, las fiores; the plural, masculiueand feminine, of espanol, 
hablador. 

8 Mention and illustrate by original Spanish sentences two ways of ex- 

pressing the passive idea in Spanish. Explain the use of the personal 
accusative (direct object preceded by a). 

9 Distinguish between (a) algicien and algo, {b) despues and detrds, (^) 

andar and ir. Write the irregular comparative of bueno, inalo, 
grande, pequeiio. 

10 Translate into Spanish: {a) I did not see my friend because he was not 
at home, {b) Do not give him the book; give it to me, {c) I am afraid 

\ that it will not be pleasant tomorrow, {d) You need not do the work 

again; you have just done it. 



66 State of New York 

Education Department 

EXAMINATION FOR 

SPECIAL DRAWING TEACHERS CERTIFICATE 
Friday, August 27, 1909 — 9.15 a. m. to 12.15 P- ^^-j only 



For the afttrnoon session come prepared ivith material for water 
color work and instruments for mechanical drawi?tg. 

1 "Write a brief description of Grecian architecture. Mention 

a noted example of Grecian architecture. 

2 State the essential difference between pictorial drawing 

and decorative drawing. Make two sketches of the same 
object to show how you would make this difference clear 
to pupils in the 6th grade. 

3 A telegraph pole about 30 ft high has four parallel cross bars 

near the top. Make a sketch of the pole in angular 
perspective. The eye of the observer should be about 
six feet above the ground. 

4 Make a sketch, from the pose or from imagination, of a 

person sitting in a chair. Omit features and details. 

5 From imagination, make a light and shade drawing of a 

group consisting of a half peck measure and some apples. 

6 Define the following terms as used in drawing: light and 

dark, space relations, cross-section, orthographic projec- 
tion, cutting plane. Illustrate two of these terms. 



State of New York 67 

Education Department 

EXAMINATION FOR 

SPECIAL DRAWING TEACHERS CERTIFICATE 

Friday, August 27, 1909 — i . 15 to 4. 15 p. m., only 



7 Make a free-hand sketch of one of the five classic orders 

of architecture. Name at least four of the principal 
parts of the order. 

8 Using the stem, leaf and flower of the morning glory as a 

motif, make a design for a border at least 2" wide. 
Finish in three flat tones of color or of gray. 

9 Paint in water color a landscape containing land, trees 

and sky. 

10 Draw the top and front views and the developed surface 

of a flaring tin basin. Diameter at the top 3", at the 
bottom 2"; vertical hight \\" . 

1 1 Make a complete working drawing, top, front and end 

views, of the object represented by the sketch. 




12 By any geometric method construct an ellipse. 

Note to the student [The statement called for in the following may be 
written on a separate sheet after the conclusion of the examina- 
tion, and then attached to the paper]. 

Give a statement of the preparation that you have made for 
teaching drawing, including names of institutions in which 
you have studied and the length of time spent in each. 
State the experience that you have had in teaching the 
subject. „ 



68 State of Nezv York 

Education Department 

EXAMINATION FOR 

SPECIAL DRAWING TEACHERS CERTIFICATE 
Friday, June 17, 1910 — 9.15 a. ni. to 12.15 P- ^^^^ only 



For the aficrnoon session come prepared wiHi material and instruments 
for mechanical drawing. 

1 Sketch in outline txvo sailboats, adjacent, resting on a smooth 

sea. Copy your outline and add such tones as may be 
necessary to represent a moonlight night. 

2 Following the laws of composition, make a colored picture, 

the subject of which shall be an Indian, the subordinate 
units trees, granite rocks and water. Dimensions over 
all 7 by 5 inches. 

3 State how you would bring out in the classroom the points 

of difference in the various kinds of trees. Tabulate the 
points on which you would place most stress. 

4 Draw to show an aperture in a wooden floor large enough for 

a hatchway, through which a common ladder protrudes. 

5 State tlircc reasons for the introduction of industrial drawing 

into the schools. 

6 What is the primary purpose of applied design? Give tzvo 

rules governing the adaptation of design to function. 
Give tzvo rules governing the adaptation of design to 
material used. 



State of New York 69 

Education Department 

EXAMINATION FOR 

SPECIAL DRAWING TEACHERS CERTIFICATE 
Friday, June 17, 1910 — i .15 to 4. 15 p. m., only 



7 Trace the development of architecture. [Graphic illus- 

tration may be used if preferred.] 

8 Make a full sized free-hand drawing of the top and edge 

views of a common four tined table fork of perfect form 
and appropriate ornamental design. 

9 Draw the plan and elevation of a one story cottage having 

rooms for the accommodation of three people. Give over 
all dimensions only. 

10 Mention five geometric problems that you would give to 

a sixth grade. Illustrate txvo that you consider most 
difficult. 

1 1 Sketch to show tJirce related cubes, 2 inches on edge and 

I inch apart. One is placed in front and below the eye, 
the second below- and to the left, the third below and to 
the right. Add such lines as may be necessary to change 
the cubes into high backed chairs. 

12 Name five great artists, give the title of one picture of 

each and state the particular kind of work that gained 
fame for each. 



Note to the student [The statement called for in the following may be 
written on a separate sheet after the conclusion of the examina- 
tion, and then attached to the paper]. 

Give a statement of the preparation that you have made for 
teaching drawing, including names of institutions in which 
you have studied and the length of time spent in each. 
State the experience that you have had in teaching the 
subject. 



■JO State of New York 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Monday, January 17, 19 10 — 1.30 to 5 p. m. 



AMERICAN HISTORY WITH CIVICS 

Answer eight questions, taking at least one from each division. 

Division I 

1 If, on a map of the United States, Washington and San 

Francisco were connected by a straight line, into what 
approximate fractional parts would that line be divided 
{a) by the Mississippi river, (3) by the Rocky mountains? 
Into what approximate fractional parts would that line 
divide the Mississippi river? 

2 About what time did the Mississippi valley appear of im- 

portance to European nations? In what war was the pos- 
session of that valley first disputed by European nations? 
What cities that have a prominent place in American his- 
tory are situated on the Mississippi or on its tributaries? 

Division II 

3 Mention three movements in the American colonies prior 

to 1775 in which several colonies took part. State briefly 
the purpose of each movement mentioned. 

4 What was the blockade during the Civil War? How did 

the blockade affect {a) European countries, {b) the South? 
Which section of the United States seemed to have the 
sympathy of England and France in the Civil War? 

Division III 

5 What are the provisions of the Constitution of the United 

States in regard to levying import and export duties? 



American History with Civics — concluded 71 

6 Mention two principal items of property owned by one of 

the following: your city, your county, your village. To 
whom is the care of the property mentioned intrusted? 

7 Is a school boy a citizen? Mention {a) some rights that 

the state gives a school boy, {b) some duty that the state 
requires of a school boy. 

Division IV 

8 Mention important effects on industry in the United States 

resulting from eacJi of the following: the War of i'8i2, 
the invention of the reaper, the opening of transconti- 
nental railways, irrigation. 

9 Mention and illustrate by drawings the different methods 

employed for lighting houses from colonial times to the 
present. 

Division V 

10 In introducing biographic study of historic characters, why 
is it desirable to direct attention to particulars of their 
boyhood and youth, even though these particulars some- 
times seem of minor importance? 



State of Nezv York 
Education Department 

EXAMINATION FOR 
TRAINING CLASS CERTIFICATE 

Monday, June 13, 19 10 — 1.15 to 4.15 p. m. 



AMERICAN HISTORY WITH CIVICS 
Ansxver eight questions, including at least one from each division. 

Division I 

1 Draw a map of the United States and on it locate approxi- 

mately, with names, five cities of historic importance 
that are not situated on the Atlantic coastal plain. 

Division II 

2 At about what time did each of five of the following first 

become of great industrial importance : {a) the telephone, 
(/;) the manufacture of cotton in New England, (r) grain- 
growing on the central prairies, (</) cotton-raising, (r) 
tobacco-growing in Virginia, (/) mining in the western 
coast states, (^'") the refining of kerosene oil, (//) coal- 
mining in Pennsylvania, (/) the smelting of iron in 
Alabama and Georgia? 

3 Compare the methods of making cloth in colonial days 

with present methods. 

Division III 

4 Distinguish between citizen and voter. Are all citizens 

voters? Are voters usually citizens? 

Give reasons for the following statement: "A good citizen 
should be able to earn his own living." 

5 "Why should a piipil be personally interested in protecting 

school property or other public property from injury? 



American History with Civics — concluded 73 

6 What official is held responsible for the maintenance of 

peace {a) between the states, {b\ in a state, {c) in a county, 
{d) in a city? For this purpose what force is placed at 
the disposal of each official named? 

Division IV 

7 In the conduct of the Civil War {a) what military advan- 

tages were possessed by the South, (/;) what industrial 
advantages were possessed by the North? 

3 Why did Benjamin Franklin, after he left his brother's 
office in Boston, find difficulty in getting employment in 
his chosen calling? 

Division V 

9 Indicate, by not more than 10 paragraph headings, an out- 
line for teaching the campaign that ended in the surrender 
of Burgoyne. 

10 From a list of historic characters suitable for study in the 
fifth and sixth grades select the jive that you consider 
most suitable. State tzvo important traits in the char- 
acter of each that you would emphasize. 



74 State of New York 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Monday, January 17, 1910 — 1.30 to 5 p. m. 



READING 

Answer eight gtf est ions. 

I Mention the sources and the characteristigs of the material 
that should be used with beginners in reading from the 
blackboard. 

3 In what respects should a word drill in the first grade differ 
from one in the fifth grade? 

3 Should any work in phonics be given in the fifth grade? 

Give reasons for your answer. 

4 How many sight words should the average class be expected 

to know at the end of the first term? at the end of the 
first year? 

5 Give Jive characteristics of a good basal reader for use 

during the first year of school. 

6 Give reasons to explain why the results in reading in the 

intermediate grades are frequently inferior in the same 
school to the results in reading in the primary grades. 
What remedies would you suggest? 

7 What are the ends to be attained by silent reading in 

grammar grades? Describe your method of giving the 
proper training in such reading. 

8 To what extent should memory selections of previous years 

be reviewed during the seventh or the eighth year? Give 
reasons for your answer. 

9 Give your method of teaching the spelling of homonyms. 

How should the treatment of homonyms differ in primary 
and grammar grades? 

10 Mention a selection suitable for reading in the eighth grade. 
How would you teach this lesson? 



State of Ne-cv York 75 

Education Department 
EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Monday, June 13, 19 10 — i . 15 to 4. 15 p. m. 



READING, WRITING AND vSPELLING 

Answer eight questions, including questions g and 10. 

1 Show the use that the primary teacher of reading may make 

of one of the following: rhyme, pictures in the reader. 

2 Describe t%uo blackboard drills suitable for a class of be- 

ginners in reading. 

3 State what a well taught class should know about reading 

at the end of the second year. 

4 Mention four characteristics of good supplementary read- 

ing material for a fourth grade. 

5 What is meant by "inner speech"? What evidence is 

there of the existence of "inner speech"? 

6 Give reasons why pupils sliould be required to memorize 

gems from litsrature. 

7 Mention tJiree common faults in the reading of pupils of 

the sixth year. How would you correct two of these 
faults? 

8 Describe your method of procedure in teaching a lesson 

in reading to pupils of the fourth year. 

9 Mention tliree common faults in the writing of pupils of 

the fifth year. What should be done to correct each of 
these faults? 

10 Should spelling be taught in combination with other sub- 
jects or separately? State reasons for your answer. 



76 State o/Neiv York 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
' Tuesday, January 18, 1910 — 9 a. m. to 12.30 p. m. 



ARITHMETIC 

Answer 10 questions, including questions 11 and 12. 

1 Write {a) in arable notation, ten thousand twenty-five and 

thirty-eight thousandths, [b) in words, 40.061 and 40y|-„. 

2 A steamboat company issues a book containing 126 five cent 

tickets and sells it for %^ ; the company charges 35 cents, 
or takes seven tickets from the book, for a round trip on 
its steainers. How much does a person save on a round 
trip by using a book? 

3 If I of a number is 63 more than | of it what is the number? 

4 If I of a bu. of apples will buy i^ bu. of potatoes, how 

many bu. of potatoes will 2\ bu. of apples buy? Write 
analysis. 

5 Make a receipted bill of the following articles as if sold to 

John Doe by yourself: 5 two inch planks 8" wide and 10' 
long @ 5^30 per M; 25 rafters 3"X5" and 16' long @ $25 
per M. 

6 A certain railway stock on a certain day opened at 98 and 

closed at 106 ; what was the per cent advance for the day? 

7 A has a village lot 14 rods by 6f rods; B has one of the 

same area in the form of a square. How many rods of 
• fence will inclose B's lot? 



Arithmktic — concluded 77 

8 Write a promissory note for $500, negotiable, without inter- 

est, dated March 15, 1909, John Smith maker, Richard 
Roe payee, time one year. 
How may the note be transferred to James Hamilton? 

9 The above note was discounted at a bank on Jan. 20, 19J0; 

what is the bank discount? 

10 Show how you would explain to a class, by concrete illus- 

tration, the process of reducing fractions to their lowest 
terms. 

11 Children in primary grades frequently perform the funda- 

mental operations of arithmetic slowly and inaccurately ; 
state {a) two causes for this, {b) two remedies. 

12 Explain a method of teaching to beginners the subtraction 

of integers, when a figure in the subtrahend is larger 
than the corresponding figure in the minuend. 



78 State of Nezv York 

Education Department 

EXAMINATION FOR 

TRAIN.ING CLASS CERTIFICATE 

Tuesday, June 14, 1910 — 9.15 a. m. to 12.15 P- ^^• 



ARITHMETIC 

Afisivcr 10 questions, i>icludiiig giwstio/ts 11 and 12. 

1 (1 Distinguish between indorsement /// blaiik and indorse- 

ment in full. 

b Why is it better for the maker of a note or check to use 
the words "or order" after the name of the payee 
rather than the words "or bearer"? 

2 If $240 gains $5.84 in 4 mo. 26 da., what is the rate per cent? 

3 What must be the hight of a cylindric tank that will hold 

68 gallons, if it is 20 inches in diameter? 

4 a Divide twenty-five and ten thousandths by twenty-five 

ten-thousandths. 

b Find the value of — ^^| — 
2;, ot 50 

5 A merchant buys suits at $18 each; at what price must he 

mark them in order that he may cut the marked price 
lof^ and still make 20^*^ on the cost? 

6 Which is the more profitable, to buy stock at 80 that pays 

5,^^ or stock at 120 that pays 8j^? How much more profit- 
able would an investment of $7200 for one year be in 
one case than in the other? 

7 If I of a number is 26 less than | of it, what is the number? 



Arithmetic — cone hided 7 9 

8 Buffalo is 78° 55' west longitude; what is the longitude of 

a place where it is 6 o'clock p. m. when it is 12 o'clock 
noon at Buffalo? 

9 A man sold \ of a farm for what the whole of it cost; what 

per cent did he gain on the part sold? Analyze. 

10 It cost $36 to insure a house for | of its value; the rate 

was 1^. What was the value of the house? 

11 By concrete illustration show briefly how you would pre- 

sent a first lesson on reduction of fractions to a common 
denominator. 

12 Suggest three devices for securing speed in arithmetical 

work. 



8o State of Xezv York 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Tuesday, Janiiary 18, 1910 — 1.30 to 5 p. m. 



LANGUAGE, COMPOSITION AND GRAMMAR 

Anszce-r ei^ht questions. 

Once in an ancient city, ic/iose name I no longer remember, 
Raised aloft on a column, a brazen statue of Justice 
Stood in the public square, upholding the scales in its left hand, 
And in its right a sword, as an emblem that justice presided 
Over the laws of the land, and the hearts and homes of the people 

1 Select from the above sentence {a) the simple subject of 

the principal clause, {b) the simple predicate of the 
principal clause, (r) the modifiers of the subject, {d) the 
modifiers of the predicate. 

2 Give the part of speech and the syntax of each of the itali- 

cized words in the quotation given in question i. 

3 State the characteristics of one of the following stories that 

make it attractive to the youngest pupils: The Three 
Bears, The Old Woman and the Pig, The House that 
Jack Built. 

4 "Write 12 drill sentences to show the various uses of capitals. 

5 Mention three kinds of material suitable for oral compo- 

sitions in the primary grades. Indicate by a brief outline 
how you would use one of the kinds mentioned. 

6 Make 1 2 drill sentences to illustrate the use of has and have 

when combined with each, feii\ every, either, several and 
many used as subjects or as subject modifiers. 



Language, Composition and Grammar — concluded 8i 

7 State tJiree reasons why pupils should commit to memory 

short selections of good literature. Is the value of such 
work completely lost if the exercises become merely 
mechanical repetition? Give reasons. 

8 Select from the following list one book suitable for chil- 

dren's reading in each grade, from the second to thq 
eighth inclusive, and give a reason for the choice of each 
[It is not necessary in your answers to follow strictly the 
suggestive lists given in the Elementary Syllabus but 
you should select books with which you are familiar]: 
Andrews, Seven Little Sisters; Aldrich, Story of a Bad 
Boy; Alcott, Little Women; Arabian Nights; Baldwin, 
Fairy Stories and Fables; Brooks, Stories of the Red Chil- 
dren; Defoe, Robinson Crusoe; Dodge, LLans Brinker or 
the Silver Skates; Dickens, Child's LListory of England; 
Eggleston, Stories of American Life and Adventure; 
Hawthorne, Wonder Book; Hughes, Tom Broivn's School 
Days; Pyle, Some Merry Adventures of Robin Hood; 
Schwatka, Children of the Cold; Seawell, Decatur and 
Somers; Taylor, Boys of Other Countries; Twain, Prince 
and Pauper; Wiggin, Polly Oliver's Problem. 

9 Write about 150 words on one of the following: The 

Adventures of a Lost Kitten, A Characterization of a 
Schoolmate, Every Oral or Written Exercise in School 
Should be a Lesson in English. 



State of iVeia York 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 

Tuesday, Jime 14, 1910 — 1.15 to 4.15 p. m. 



LANGUAGE, COMPOSITION AND GRAMMAR 

1 I hold that a man is only fit to teach so long as he is himself learning 

daily. If the mind once becomes stagnant, it can give no fresh 
draught to another mind; it is drinking out of a pond instead of from 
a spring. — Arnold 

Analyze the first sentence in the above selection. 

2 Parse each of the italicized words in the quotation given in 

question i. 

3 Define and illustrate by use in a sentence the following: 

passive voice, past or perfect participle, infinitive, sub- 
junctive mode, defective verb, progressive form of a verb. 

4 Name tlirce books adapted to the third or the fourth grade. 

Give a short summary of ojie of the books named and 
point out its special value for grade work in English. 

5 Give a brief plan for an observation lesson in nature study 

and show how you would utilize the lesson as language 
work. 

6 Mention three qualities that a good business letter must 

possess. Write a model business letter, ordering books 
from some publishing house. 

7 Show how pupils may be taught to use connected discourse 

in recitations in history, geography or nature study. 

8 Using any of the following topics, write {a) a descriptive 

paragraph, {b) a narrative paragraph : 

The Defense of the Bridge (Horatius, Lays of Ancient 

Rome) 
A Lumber Camp 
My Dog, Rover 
The Oriole {Sharp Eyes and Other Papers) 

From the paragTaphs written point out the essential dif- 
ferences between description and narration to be noted 
in teaching. 



State of New York 83 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 

Wednesday, January 19, 1910 — 9 a. m. to 12,30 p. m. 



PSYCHOLOGY 

Answer eight questions. 

1 State what you consider to be the order of development of 

the several mental faculties. Illustrate from your own 
observation. 

2 Select some familiar poem suitable for primary grades and 

show its elements of interest. 

3 Give psychologic basis for the character of the number 

work usually presented in the third grade. 

4 Show the value of the imagination in acquiring a knowledge 

of geography. 

5 What mental activities enter into voluntary attention? 

Illustrate. 

6 Show why nothing can be known except in relation to other 

things. 

7 Mention some causes of defective judgment. Give one 

remedy. 

8 Show the value of manual training in mental development. 

9 How is a concept formed? Illustrate. 

10 State what mental processes are involved in the following: 
I am tired of studying and decide to take a ride. 



S^ State of Neiv York 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Wednesday, June 15, 1910 — 9.15 a. m. to 12.15 P- ^• 



PSYCHOLOGY 

Answer eight questions. 

1 Define genetic psychology, adolescence, heredity, 

2 Show by ti<:o illustrations how a knowledge of psychology 

is valuable to the teacher. 

3 State four well established laws relating to memory. 

4 Early childhood may be described as the language period 

in the development of the mind; youth, as the reason 
period. What have you learned in psychology that will 
explain these statements? 

5 Describe an experiment in psychology that you have ob- 

served, performed or read about. 

6 Give a psychologic discussion of habit. 

7 Distinguish between intuitive judgment and deliberative 

judgment. Give an example of each. 

8 Describe the syllogism. Give an illustration. 

9 Define constructive imagination. What studies are spe- 

cially valuable in training the imagination? 

10 Rapidity in performing arithmetical operations tends to 
accuracy ; give a psychologic reason. 



State of New York 85 

Education Department 

EXAMINATION FOR 
TRAINING CLASS CERTIFICATE 

Wednesday, January 19, 1910 — 9 a. m. to 12.30 p. m. 



SCHOOL LAW 

Answer eight questions. 

1 Mention tivo offices that a school trustee can not hold with- 

out causing a vacancy in his office as trustee. 

2 How are vacancies filled in the office (a) of trustee, {b) of 

collector? 

3 Mention tivo school officers required by law to execute bonds 

to the district for faithful performance of duty. 

4 Give the age limit for compulsory attendance at school 

in the case of children living {a) in cities, (b) in common 
school districts. 

5 What property is exempt from taxation for school purposes? 

6 What provision is made in the school law regarding janitor 

work? 

7 State the length of time in advance for which a trustee 

may employ a teacher on the last day of a school year. 

8 Mention tJiree qualifications for teaching in primary or 

grammar schools of a city employing a superintendent. 

9 Give the provisions of the school law for the appointment 

and removal of attendance officers {a) in cities, {b) in 
towns. 

10 What instruction and what training shall be given to chil- 
dren committed to truant schools? 



86 State of New York 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 

Wednesday, June 15, 19 10 — 9.15 a. m. to 12.15 P- ^• 



SCHOOL LAW 

Answer eight questions. 

1 By whom is the commissioner of education appointed? 

State his powers and duties. 

2 Mention tJircc conditions that must be clearly stated in a 

teacher's contract. What is the penalty for a teacher's 
failure to complete the contract? 

3 State the requirements regarding instruction in physiology 

and hygiene in the public schools. 

4 Mention four powers of a board of education in a union 

free school district. 

5 Explain the meaning of the term {a) academic quota, {b) 

supervision quota. 

6 What body has the power to adopt textbooks to be used in 

the schools {a) in union free school districts, [b) in com- 
mon school districts? 

7 What limitations are placed by law on the business in 

which a school commissioner may be engaged? 

8 State the requirements regarding compulsory attendance 

at school (a) in cities, {b) in towns. 

9 State the requirements relating to the ventilation of school- 

rooms and the space to be allowed each pupil. 
#• 
10 Describe the procedure necessary for calling a special 

school meeting in either a common school district or a 
union free school district. 



State of Netv York 87 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Wednesday, January 19, 1910 — 1.30 to 5 p. m. 



SCHOOL MANAGEMENT 

Atiswer eight questions. 

1 Mention txvo difficulties in grading the rural school. Show 

how to remedy one of these difficulties. 

2 Discuss the advantages and the disadvantages of a daily 

marking system. 

3 State some of the physical causes of disorder in the school- 

room. 

4 Write on one of the following topics: {a) The Teacher's 

Preparation for Class Work, {b) The Art of Securing and 
Holding the Attention of the Class. 

5 Give arguments in favor of school recesses. 

6 Give a complete program of recitation and study suitable 

for the fourth and fifth grades when both are in charge 
of the same teacher. 

7 Distinguish between manual training and industrial train- 

ing. What educational values are common to both? 

8 State (a) one end in moral training, {b) four school virtues 

requiring cultivation. 

9 What in general is the most desirable color for schoolroom 

window shades? Do you favor hanging such shades at 
the top, the middle or the bottom of the. window casing? 
Give reasons for your answer. 

lo Mention some devices for dealing with the problem of 
tardiness. 



State of New York 
Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Wednesday, June 15, 1910 — i .15 to 4.15 p. m. 



SCHOOL MANAGEMENT 

Answer eight questions. 

1 Mention {a) three proper incentives to study, {b) two im- 

. proper incentives to study. 

2 Discuss the need for instruction in manners. Suggest a 

method of giving such instruction. 

3 What is the duty of the teacher at the time of a threatened 

epidemic of some disease in the community? 

4 Describe briefly the individual or " Batavia system" of 

instruction. 

5 Write on one of the following: {a) The Teacher's First 

Day in School, (/;) Wall-tinting and Wall Pictures in 
the Schoolroom. 

6 State some of the mechanical characteristics of good black- 

board work. 

7 Give arguments favoring the introduction of manual train- 

ing into our larger village schools. 

8 Describe an appropriate device for window ventilation in 

a small school. 

9 Give a complete time schedule of recitation, study and in- 

dividual help, suitable for a sixth grade composed of 30 
pupils in charge of one teacher. 

10 State ttvo playground problems that require careful atten- 
tion on the part of the teacher. Discuss one of these 
problems. 



State of Neiu York 89 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Thursday, January 20, 19 10 — 9 a. m. to 12.30 p. m. 



GEOGRAPHY 
Answer eight questions, inctuding questions g and 10. 

1 Explain how the local time of a place 65° east of Boston 

compares with the time of a place 100° east of Boston. 

2 Give the names and the locations of six cities or villages 

of the State of New York that contain a State Normal 
School. Give the names and the locations of three col- 
leges and of three charitable institutions of the State of 

New York. 

3 Draw an outline map of the state of Ohio and thereon in- 

dicate by name its natural and its artificial boundaries 
and tJiree cities. 

4 Write about the advantages and the resources of Mexico, 

referring to location, coast lines, relief, climate, products 
and government. 

5 Locate the following cities and state a fact of interest con- 

cerning each: Belfast, Edinburgh, Antwerp, Geneva, 
Florence, Dresden. 

6 Define each of the following and give an example of each: 

estuary, promontory, oceanic island, archipelago, pla- 
teau, canyon. 

7 Trace a route of a trading vessel in making a voyage from 

New York around the world, naming in order six ports 
of call. 

8 Name and locate tJiree seaports of Africa. Mention two 

articles of commerce shipped from each seaport. 

9 Give a list of topics that can be well presented by means 

of pictures. 

10 What collections should be made by the teacher for use in 
geography work? 



90 State of Neiv York 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Thursday, June i6, 1910 — 9. 15 a. m. to 12.15 P- ^^• 



GEOGRAPHY 

Answer eight questions, iticluding questio7is g and 10. 

1 Explain the following: isotherms, neap tide, spring tide, 

standard time, local time, winter solstice. 

2 ]\Iention six natural advantages of the State of New York. 

3 Name in order from north to south all the countries of 

the western continent traversed by the Rocky-Andean 
mountains. 

4 Draw an outline map of the United States and thereon 

indicate by name the approximate location of the wheat 
section, the cotton section, tivo iron sections, tivo petro- 
leum sections, tzvo lumber sections, tivo copper sections, 
a coal section, a silver section. 

5 Describe Brazil as to location, climate, products, people 

and government. Name and locate two cities of Brazil. 

6 Describe an itinerary of travel for a "Mediterranean trip." 

State facts of interest concerning six places included in 
this itinerary. 

7 Name Jive foreign possessions belonging to Great Britain. 

Why has Great Britain greater need of such possessions 
than the United States has? 

8 What are the chief articles of export {a) from Japan to the 

United States, {b) from the United States to Japan? 
Name and locate t2uo seaports from which commodities 
are shipped from the United States to Japan. To what 
port are such commodities most largely consigned? 

9 Give a list of topics to be considered in the study of the 

social life and institutions of the community or town. 

JO ]\Iention three desirable methods of giving a seventh grade 
test of knowledge of Europe. 



State of Nezv York gi 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Thursday, January 20, 1910 — 9 a. m. to 12.30 p. m. 



PHYSIOLOGY AND HYGIENE 

Answer eight questions, 

1 Make an outline to be used in teaching stomach digestion 

of albumin to grammar school pupils. 

2 Describe the structure of voluntary muscles. Explain the 

action of voluntary muscles in producing motion. 

3 Describe a chemical test to show the presence of a nitroge- 

nous substance. 

4 State the effects of the habitual use of alcohol on the organs 

of circulation. 

5 Describe the structure of the heart. Show how the struc- 

ture of the heart adapts it to perform its functions. 

6 Describe the permanent teeth as to {a) kinds, {b) number 

and arrangement of each kind, {c) general structure. 

7 Mention structural features of the skull that give protection 

to the brain. Describe the structure of the cerebrum. 

8 Draw a vertical section of the eye from back to front, in- 

dicating the important parts. Give a function of each 
part. 

9 What are bacteria? Mention {a) tivo diseases caused by 

bacteria, (b) two efficient methods of disinfection. 

10 Mention an important function of each of the following: 
white corpuscles, tympanum, epidermis, villi, bile, liga- 
ments. 



92 State of A^i'7v York 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Thursday, June i6, 1910 — 9.15 ii ni. to 12. 15 p. m. 



PHYSIOLOCxY AND HYGIENE 

.his:c'c-r tlu- first six questicns and tivo others. 

1 Describe the dig'cstion and the absorption of a piece of 

bread. 

2 Trace the ci>urse of the circuhition of the blood through 

the body, beginning- at the left ventricle. Use a diagram. 

3 Describe {li) the structure of the organs of respiration, (/') 

the action of the organs of respiration. 

4 Describe an experiment to illustrate osmosis. Explain the 

application of the principles of osmosis in the nutrition 
of the body, 

5 State the elYect of the habitual use of strong alcoholic 

drink (<^) on tlie mouth, (/') on the mucous membrane of 
the stomach, (<■) on peristalsis. 

6 State the nature of bacteria and show their relation to 

disease. Give suggestions for the prevention of the 
spread of tuberculosis. 

7 Outline a lesson to teach the hygiene of eating to pupils of 

primary grades. 

8 Describe briefly the methods you would iise in teaching the 

general structure of the body to pupils of intermediate 
grades. 

9 Describe methods you would use in securing among primary 

pupils correct habits in walking, in standing and in 
sitting. 

10 Discuss the dangers arising from dust in the schoolroom. 
Show how these dancers mav be lessened or overcome. 



State of Neiv York 93 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Thursday, January 20, 19 10 — 1.30 to 5 p. m. 



NATURE STUDY 
Answer eight questions. 

1 What specific result should be souj^ht from the work in 

nature study {a) in grades one to three, (b) in grades 
four to six, {c) in grades seven to eight? Illustrate. 

2 State the proper use of books in nature study. 

3 With pupils of the third grade how should the study of a 

new plant be begun? Illustrate with the geranium, 
hepatica or onion. 

4 Taking some plant, as the pea, show the interrelation of 

its life with that of some insect, of some domestic animal 
and also with that of man. 

5 From the standpoint of the child, what is the value of com- 

prehending such relations as are indicated in question 4? 

6 With reference to your own location (in city, village or 

country) state what specific things seventh grade pupils 
should learn about some animal of economic value. 

7 How could the study of the animal chosen in answer to 

question 6 be connected with the work in geography? 

8 Name Jive kinds of common birds and five kinds of com- 

mon plants, giving a characteristic of each that would 
aid in its identification. 

9 Select some suitable poem and show when and how to use 

it in connection with the study of a particular topic. 

10 Name some current publications that are valuable aids for 
information in nature study. How may these publica- 
tions be secured? 



94 State of New York 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Thursday, June 16, 19 10 — i ,15 to 4.15 p. m. 



NATURE STUDY 
Answer eight questions, 

1 Describe the kind of work in nature study suitable for the 

primary grades. 

2 Using some common plant, e. g. the corn, tell what facts 

in regard to it should be learned [a) by the primary 
grades, (/') by the intermediate grades, {c) by the gram- 
mar grades. 

3 What are weeds? Name five common weeds. Give a plan 

for eradicating any one of them. 

4 In nature study "the object itself should be the text." 

"What does this mean and why is it true? 

5 Give a plan for making a bird calendar. 

6 What is meant {a) by clean milk, {b) by pasteurized milk, 

(r) by certified milk? Which costs the most and why? 

7 Plan a field excursion for a sixth grade. State the nature 

of the field, the preparation that should be made and the 
work of the excursion. 

8 Name an author who has written real literature about 

nature. Show how and when to use such literature. 

9 Describe work that may be done with autumn leaves in 

lower grade nature study. 

10 Discuss the following proposition: "The teacher's igno- 
' ranee of nature study is no excuse for its neglect. " 



State of Netv York p^ 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Friday, January 21, 19 10 — 9 a. m. to 12.30 p. m. 



HISTORY OF EDUCATION 
Answer eight questions. 

1 What was the main purpose of education among- the 

Hebrews? What was the attitude of these people 
toward industrial or practical education? 

2 Describe an Athenian elementary school of the fifth cen- 

tury, B. C, using the following outline: {a) public or 
private, {b) place where conducted, {c) nature of school ex- 
ercises (studies), {d) attendance, {e) incentives to effort, 
(/) qualifications of teachers. 

Or 
Show how Greek education influenced future civilization 
through the agency of the Romans. 

3 Give an account of the rhetorical schools of Rome as to 

{a) period when they flourished, (/;) by whom controlled, 
{c) studies, {d) method of training, {e) normal age of 
students. 

4 Show how the use of pictures, maps and diagrams in teach- 

ing accords with the principles advocated by Comenius. 

5 Mention tJiree benefits conferred on civilization by the 

monasteries of the Middle Ages, Discuss one of these 
benefits. 

6 Write about the kindergarten, covering the following points : 

{a) its founder, {b) its general purpose, (c) how the idea 
was first received, (^) where it has made its greatest 
progress. 



96 History of Education — concluded 

7 In what did the success of David Page as- an educator 

consist? 

Or 
Describe the educational work of Horace Mann. 

8 State some important fact concerning the work of each 

of four of the following educators : La Salle, Abelard, 
Mary Lyon, Rousseau, Sturm, Spencer. 

9 Select an ancient, a medieval and a modern country, and 

show the position of women in the educational system 
of each. 

lo Contrast Humanism with Realism. Name a leader of each 
movement. Show whether the attitude today is toward 
Humanism or toward Realism. 



State of New York g-j 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 

Friday, June 17, 19 10 — 9.15 a. m. to 12.15 P- ^i. 



HISTORY OF EDUCATION 

Answer eight questions, includitig qtiestio)is i, 2 and j. 

1 What were the conditions in the Athenian state that made 

an education desirable? Who were excluded from the 
schools? 

2 Describe the Sophists and their work. In what respects 

did Socrates differ from them? 

3 Mention tivo factors that tended to develop individualism 

in the Greek states. Explain the influence exertid by 
the Olympic games, 

4 Mention the different views held by the early church 

fathers in regard to the study of pagan literature. Show 
how the decision of this question affected education for 
a thousand years. 

5 Give the views of Alfred the Great and of Charlemagne as 

to the universality of education. How have these views 
influenced education in England and Germany? 

6 Name tivo centers of Saracenic learning and tell what the 

Saracens did for education during the Middle Ages. 

7 Tell to whom we are largely indebted for each of three of 

the following: a science of pedagogy, illustrated text- 
books, the beginning of normal schools in America, the 
kindergarten. 



98 History of Education — concluded 

8 Write on one of the following topics: Aschani as a teacher 

and his method of double translation, Basedow and the 
Philanthropin. 

9 Account for the rise of the universities. Name three of 

the earliest universities, giving the special line of work 
pursued in each. 

10 Show how a humanistic school like John Sturm's would 

compare with your own high school as to subjects taught 
and equipment. 

11 Account for the fact that Pestalozzi has so largely influ- 

enced education though he failed in nearly every work 
that he undertook. 

12 When the New York public schools became "free" in 1867 

what change occurred in the means of support? Mention 
t]iree sources of income for the maintenance of these 
schools at the present time. 



State of New York 99 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Friday, January 21, 1910 — 1.30 to 5 p. m. 



DRAWING 

Answer eight questions. 

1 Represent a three inch cube in any position to show three 

faces. Place your initials in block letters on the three 
faces, one letter on each face. The letters are to be 
uniform in size. 

2 Draw to convey a correct idea of the appearance of a rail- 

way track and a common roadway bridge over the track. 
Assume that the observer stands on the railway track, 
some distance from the bridge. 

3 Sketch a 4' X 2" x 2" square prism in any position and modify 

it to represent a watering trough and its immediate sur- 
roundings. 

4 Draw the pattern of a paper box 3"x z^'x i*. 

5 Enumerate the principal facts to be emphasized in a lesson 

plan on color harmony. 

6 Outline a model lesson in design. Draw the design that 

should result fro:n the lesson outlined. 

7 Draw a map of the State of New York, showing its chief 

elevations and depressions. Give the steps you would 
require a pupil to follow in making a similar map. 

8 Construct a trefoil and a quatrefoil, the sides of each to be 

2" long. 

9 Draw the plan of a model schoolroom, indicating the en- 

trance, the position of the teacher's desk, the placing of 
the desks for pupils, the proper lighting and the points 
of the compass, 

10 State four purposes that the teacher should have in view 
in teaching drawing and manual training in the grades. 
4 



D State of Xeii' York 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Friday, June 17, 1910 — 1.15 to 4.15 p. m. 



DRAWING 

Anstc^r six t^tic'sttons. I>riizi'//i^s sfioitld be of good s:::e. 

I State tJtrcc reasons why drawing- is of educational value to 
the child. Show by illustration its educational value. 

z Draw a part or the whole of some object near you, as a 
chair or a desk, showing- as clearly as possible its position 
in relation to you. 

3 Draw carefully and lightly a rectangle representing the 

shape and the size of a well proportioned piece of paper 
to be used for a spelling lesson. Print with a simple 
straight line letter the word spilling. Below that write 
10 words that might be used in connection with drawing. 
[Care should be exercised to make spacing uniform. ] 

4 Enumerate four points to be emphasized in designing a 

cover for a booklet on nature study in a fourth grade. 
Illustrate. 

5 Draw from memory a book and an ink bottle. Show good 

grouping. 

6 Draw free-hand the top, front and end views of a box about 

6'x o'X i|^'. Place the dimensions in their correct places. 
Make a perspective sketch of the completed box. 

7 Make a simple desigfn for a square or a round mat to be 

placed under a vase 6' high, with a base 2' in diameter. 
Show the relation of the dimensions of the vase to the mat. 

S Draw a rectangle representing the side of a room. Against 
the wall place a table and a bookcase. On the remaining 
wall space place a picture or pictures to harmonize with 
the other objects. Tell what color scheme might be 
used, gi\*ing reason. 



State of Nezv York loi 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 
Friday, January 21, 19 10, p. m. 



SPELLING 

Examiners should announce to class that misuse of capitals will constitute 
misspelled words. 



adjective 

analysis 

arithmetic 

assembly 

ratio 

civil 

coefficient 

8 complex 

9 compound 

10 congressional 

1 1 Connecticut 

12 decimal 

13 diagram 



15 femur 

16 gender 

17 geography 

18 government 

19 grammar 

20 hygiene 

2 1 interest 

22 isthmus 

23 latitude 

24 legislative 

25 management 

26 Mohawk 

27 mountain 



28 peninsula 

29 phrase 

30 promissory 

31 psychology 

32 Charles E.Hughes 

33 reduction 

34 republic 

35 revolution 
id senate 

37 syllable 

38 tenses 

39 vertebrae (piurai) 

40 William H. Taft 



14 etymology 

After reading aloud each of the following sentences the examiner should 
pronounce the italicized words. 

41 Strike for your altars and your fires, 

42 It gilds all objects, but it alters none. 

43 Sweet day, so cool, so calm, so bright. 
The bridal of the earth and sky. 

44 She tried to bridle her temper. 

45 The sails were made of canvas. 

46 Inspectors of election canvass votes. 

47 The jury will indict the man for arson. 

48 He began to indite a poem. 

49 The principal cities are noted for their wealth and popu- 

lation. 

50 The priticiples of the revolution are in the Declaration of 

Right. 



2 State cf Nezv York 

Education Department 

EXAMINATION FOR 

TRAINING CLASS CERTIFICATE 

Friday, June 17, 19 10, p. m. 



SPELLING 



Part I consists of William Winter's description of Longfellow's personal 
appearance. The examiner will dictate this selection slowly to the 
candidates who are to write the whole selection. But candidates are 
to be rated only on the italicized words. 

Part II consists of 60 words selected from the work covered during the 
term and from a general list. 

Part I 

His (i) natural (2) dignity and grace, and the (3) beautiful (4) 
refinement of (5) countenance, (6) togetliery^xXh his (7) perfect 
(8) taste in (9) dress, and the (10) exquisite (11) simplicity of 
his (12) manners, made him the (13) absolute (14) ideal of 
what a (15) poet should be. His (16) voice, too, was soft, 
(17) siveet and (18) musical; and, like his face, it had the 
(19) innate (20) cJiarm of tranquillity. His (21) eyes were 
bluish-gray, ver)^ (22) bright and (23) brave, (24) changeable 
under the (25) influence of (26) emotion (as (27) afterward I 
saw), but mostly (28) calm, (29) grave, (30) attentive, and 
(31) gentle. The (32) habitual {:^^) expression of his face 
was not that of (34) sadness; and yet it was (35) petisive. 
He had (36) conquered his own (37) sorrows thiis far, but the 
sorrows of others (38) threzv (39) tJieir (40) shadows over 
him. — Williani Winter 

Part II 

41 alternate 45 spectator 49 elementary 

42 amateur 46 deficit 50 sentence 

43 splendor 47 examination 51 certificate 

44 regular 48 writing 52 training 





Spelling — cone 


liidcd 10, 


53 comrade 


69 


retinue 


85 diplomacy 


54 logical 


70 


salary 


86 significant 


55 topical 


71 


specimen 


87 preliminary 


56 conscience 


72 


wireless 


88 severity 


57 Lincoln 


73 


telegraphy 


89 alcohol 


58 paragraph 


74 


Messina 


90 conservation 


59 horizon 


75 


earthquake 


91 perception 


60 memorize 


76 


aerial 


92 emancipate 


61 finance 


77 


navigable 


93 democracy 


62 delicacy 


78 


satisfactory 


94 superintendent 


6^ italicize 


79 


eclipse 


95 British 


64 lenient 


80 


calendar 


96 situation 


65 visible 


8r 


candidate 


97 necessary 


66 separate 


82 


proportion 


98 photography 


67 ornament 


83 percentage 


99 farce 


62 toward 


84 


Froebel 


100 predicate 



I04 State of New York 

Education Department 

EXAMINATION FOR. 

TRAINING SCHOOL CERTIFICATE 
Monday, January 17, 19 10 — i .30 to 5 p. m. 



AMERICAN HISTORY WITH CIVICS 
Answer eight questions. 

1 It is an educational axiom that teaching should proceed 

from the known to the related unknown. Deduce from 
this an argument for teaching local history and civics. 

2 Select six of the most important topics to be presented 

from the period of the history of the United States ex- 
tending from 1789-1860. 

3 Outline, in not more than 100 words, a lesson to teach the 

duties of a sheriff. 

4 Why should a teacher of history be a constant reader of 

newspapers? 

5 State tlircc bad results of assigning too long lessons to 

history classes. 

6 Discuss the following proposition: "In teaching history 

a preview is more important than a review." 

7 Discuss the following proposition: "Inspiration rather 

than information should be the purpose of the history 
teacher in the grades." 

8 Make a list of five books relating to history that are suit- 

able for the home reading of pupils in the seventh and 
eighth grades. Exclude textbooks from your list. 

9 Show how a history teacher may train pupils to use books 

of reference in studying history. 

10 Describe what you consider to have been the best instruc- 
tion in history that you received either in the grades or 
in the hisfh school. 



Slate of Neiv York 105 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 

Thursday, June 9, 19 10 — 1. 15 to 4.15 p. m. 



AMERICAN HISTORY WITH CIVICS 

Answer eight qiiestiotis. 

1 Discuss the value and the limitations of the use of dates in 

history teaching. 

2 Give an illustration of the following: "History can be 

really learned only through the use of the imagination." 

3 What are some of the devices by which a teacher may 

encourage pupils to use their imagination in learning 
history? 

4 State four important facts that pupils should learn in 

regard to the post office. 

5 Describe some method by which pupils may be made to 

feel that they are citizens, with the rights and duties of 
citizens. 

6 Some teachers prepare pupils for the study of history by 

having them make scrapbooks from newspaper pictures 
and paragraphs regarding some current topics such as 
the recent journey of the American navy around the 
world or the flood in Paris. State any value that you 
see in this method. 

7 Discuss the following: "History is less valuable than it 

might be, because its ideals have been taken almost ex- 
clusively from political and military life." 

8 By not more than 10 paragraph headings outline a lesson 

on the American flag. 

9 Indicate, by not more than 10 paragraph headings, an out- 

line for teaching the campaign that' ended in the sur- 
render of Burgoyne. 

10 From a list of historic characters suitable for study in the 
fifth and sixth grades select the five that you consider 
most suitable. State two important traits in the char- 
acter of each that you would emphasize. 



io6 State of New York 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 

Monday, January 17, 19 10 — 1.30 to 5 p. m. 



READING 

Answer eight questions. 

1 Mention the sources and the characteristics of the material 

that should be used with beginners in reading from the 
blackboard. 

2 In what respects should a word drill in the first grade differ 

from one in the fifth grade? 

3 Should any work in phonics be given in the fifth grade? 

Give reasons for your answer. 

4 How many sight words should the average class be ex- 

pected to know at the end of the first term? at the end 
of the first year? 

5 Give five characteristics of a good basal reader for use 

during the first year of school. 

6 Give reasons to explain why the results in reading in the 

intermediate grades are frequently inferior in the same 
school to the results in reading in the primary grades. 
What remedies would you suggest? 

7 What are the ends to be attained by silent reading in 

grammar grades? Describe your method of giving the 
proper training in such reading. 

8 To what extent should memory selections of previous years 

be reviewed during the seventh or the eighth year? Give 
reasons for your answer. 

9 Give your method of teaching the spelling of homonyms. 

How should the treatment of homonyms differ in pri- 
mary and grammar grades? 

10 Mention a selection suitable for reading in the eighth 
grade. How would you teach this lesson? 



State of Neiv York 107 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 
Thursday, June 9, 19 10 — i . 15 to 4. 15 p. m. 



READING, WRITING AND SPELLING 
Answer eight questions. 

1 What is meant by eye fatigue? What should the teacher 

do to prevent it in the reading class? 

2 Mention some desirable habits to be acquired in oral reading. 

3 Show the place of eacli of the following in teaching primary 

reading: rhyme, imitation. 

4 What relation exists between a pupil's rate of reading and 

his ability to interpret what he reads? 

5 What is meant by word study? When should it be begun? 

6 Describe your procedure in teaching a writing lesson to a 

fifth grade. 

7 Should the pupil prepare a lesson in spelling by writing the 

words repeatedly? Give a reason for your answer. 

8 Name six books, other than textbooks, suitable for the 

library of an average boy of 13. 

9 Write a stanza of some poem suitable for an eighth grade. 

Indicate fully, in any way, how you think the stanza 
should be read. 



io8 State of New York 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 
Tuesday. January i8, 1910 — 9 a. m. to 12.30 p. m. 



ARITHMETIC 

Answer eight questions. 

I Give tii'o reasons why mental problems should constitute a 
large part of the work in arithmetic in gTammar grades. 

2 How and why should the aim of arithmetic teaching in the 

primary grades differ from the aim in grammar grades? 

3 "Why should a teacher seek to secure rapid addition of 

numbers in the lower grades? Briefly describe tn'O plans 
or devices for securing such rapidity. 

4 "When should decimal fractions be first introduced and how 

should they be presented? 

5 "Why and to what extent should pupils in intermediate 

grades be required to analyze or to explain problems? 

6 Illustrate and explain how you would teach the greatest 

common divisor of two or more numbers by the process 
of factoring. 

7 Give a clear and logical analysis of the following problem : 

A man bought stock, paying 4^ dividends, at 2o^<^ discount; 
what rate of income did he receive on the investment? 

8 Explain the principal advantage claimed for one of the fol- 

lowing: {a) Austrian method of teaching subtraction, 
{J}) spiral method of teaching fractions and other topics 
in arithmetic. 

9 Give a model explanation of the following problem : "U'^hat 

is the difference in time between a place 84° east longi« 
tude and a place 143° east longitude? 

10 State your method of teaching simple interest. 



State of New York 109 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 
Friday, June 10, 1910 — 9.15 a. m. to 12.15 P- n^- 



ARITHMETIC 



1 "Measurement is the origin of number." Discuss this 

statement. Briefly tell how to teach primary number in 
accordance with it. 

2 Suggest tJiree devices for securing speed in arithmetical 

work. 

3 Describe a desirable method of teaching the division of 

115 by 5- 

4 How would you utilize the experience of pupils in teach- 

ing cacJi of the following: multiplication, denominate 
numbers, simple interest? 

5 Show by an outline how you would present addition of 

fractions. 

6 Show that pupils should memorize the conditions of a* 

problem so as to give the explanation of its solution 
independently of the textbook. 

7 Give a model explanation of the method of finding the area 

of a rectangle. Assume dimensions 12 by 16 feet. 

8 The simple interest on $200 at 6^ is $42 ; required the time. 

Give a model analysis of the problem. 



no State of Ntzu York 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 

Tuesday, January i8, 1910 — 1.30 to 5 p. m. 



LANGUAGE, COMPOSITION AND GRAMMAR 

Answer eight questions. 

1 State the characteristics of one of the following stories that 

make it attractive to the j^oungest pupils: The Three 
Bears, The Old Woman and the Pig, The House that 
Jack Built. 

2 State the kind of composition for which each of the follow- 

ing subjects is suitable: What Happened at Recess 
Today, A Stitch in Time Saves Nine, The Town Hall, 
Some Peculiarities of My Best Teacher, The City from 
a Balloon, A Trip into the Country. 

3 "Boys become skilful ball players by first playing ball, not 

by first studying the rules of the game." Draw from the 
above statement a conclusion as to the relative value and 
place of composition and grammar in teaching English. 

"4 State tJirce reasons why pupils should commit to memory 
short selections of good literature. Is the value of such 
work completely lost if the exercises become merely 
mechanical repetition? Give reasons. 

5 Select from the following list one book suitable for chil- 
dren's reading in each grade, from the second to the 
eighth inclusive, and give a reason for the choice of each 
[It is not necessary in your answers to follow strictly the 
suggestive lists given in the Elementary Syllabus but 
you should select books with which you are familiar]: 
Andrews, Seven Little Sisters; Aldrich, Story of a Bad 



Language, Composition and Grammar — concluded iii 

Boy; Alcott, Little Women; Arabian Nights; Baldwin, 
Fairy Stories and Fables; Brooks, Stories of the Red Chil- 
dren; Defoe, Robinson Crusoe; Dodge, Hans Brinker or 
the Silver Skates; Dickens, Child's History of England; 
Eggleston, Stories of American Life and Adventure; 
Hawthorne, Wonder Book; Hughes, Tom Brown's School 
Days ; Pyle, Some Merry Adventures of Robin Hood; 
Schwatka, Children of the Cold; Seawell, Decatur and 
Somers; Taylor, Boys of Other Countries; Twain, Prince 
and Pauper; Wiggin, Polly Oliver's Problem. 

6 Discuss the proposition that every oral or written exercise 

in school should be a lesson in English. 

7 Mention three kinds of material suitable for oral composi- 

tions in the primary grades. Indicate by a brief outline 
how you would use one of the kinds mentioned. 

8 Make 12 drill sentences to illustrate the use of has and have 

when combined with each, fetv, every, eitJier, several and 
many used as subjects or as subject modifiers. 

9 Write concerning the relations that should exist between 

oral and written composition work, touching on {a) pre- 
cedence, (J)) quantity, (^) relative importance, {d) the 
relation of the one to the other. 

10 In English teaching in the seventh and eighth grades 
what aim or aims generally should be considered most 
important? 



112 State of New York 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 

Friday, June lo, 1910 — i . 15 to 4. 15 p. m. 



LANGUAGE, COMPOSITION AND GRAMMAR 

Answer eight questions. 

1 State the different kinds of work that may properly be 

considered as parts of English teaching {a) in the first 
grade, {b) in the eighth grade. 

If the school day were divided into tenths about how many 
tenths should be given to English {a) in the first grade, 
{b) in the eighth grade? 

2 Gems of literature, such as Tennyson's Brook, are sometimes 

used for teaching facts of geography or of nature study. 
State objections to such use. 

3 State tJircc of the most important uses of the comma. 

Outline briefly a lesson for teaching one of these uses. 

4 State the value, in primary composition, of blackboard 

work dictated by the class. 

5 Give t%vo reasons for teaching formal grammar. 

6 Indicate the order in which you would teach the different 

parts of speech. Give reasons for the order of the first 
three parts that you name. 

7 State the characteristics of a good story for reproduction 

work in the primary grades. 

8. Describe a good method of correcting the mistakes made 
in written compositions. 

9 Give a plan of a model lesson for teaching the use of lie and 
lay. 

10 Using clouds or birds as a topic, a teacher asks the class 
to write on paper as many complete sentences as possible 
within a limited time." State the value of such an ex- 
ercise. 



State of New York 113 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 

Wednesday, January 19, 1910 — 9 a. m. to 12.30 p. m. 



PSYCHOLOGY 

Answer eight questiotts, 

1 State what you consider to be the order of development of 

the several mental faculties. Illustrate from your own 
observation. 

2 Select some familiar poem suitable for primary grades and 

show its elements of interest. 

3 Give psychologic basis for the character of the number 

work usually presented in the third grade. 

4 Show the value of the imagination in acquiring a knowl- 

edge of geography. 

5 What mental activities enter into voluntary attention? 

Illustrate. 

6 Show why nothing can be known except in relation to 

other things. 

7 Mention some causes of defective judgment. Give one 

remedy. 

8 Show the value of manual training in mental development. 

9 How is a concept formed? Illustrate. 

10 State what mental processes are involved in the following: 
I am tired of studying and decide to take a ride. 



114 State of Xfxv York 

Ed ucation Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 
Wednesday, June 15, 19 10 — 9.15 a. m. to 12.15 p. m. 



PSYCHOLOGY 

Anszver ei'^ht questions. 

1 Define genetic psychology, adolescence, heredity. 

2 Show by two illustrations how a knowledge of psychology 

is valuable to the teacher. 

3 State four well established laws relating to memory. 

4 Early childhood may be described as the language period 

in the development of the mind; youth, as the reason 
period. What have you learned in psychology that will 
explain these statements? 

5 Describe an experiment in psychology that you have ob- 

served, performed or read about. 

6 Give a psychologic discussion of habit. 

7 Distinguish between intuitive judgement and deliberative 

judgment. Give an example of each. 

8 Describe the syllogism. Give an illustration. 

9 Define constructive imagination. What studies are spe- 

cially valuable in training the imagination? 

10 Rapidity in performing arithmetical operations tends to 
accuracy; give a psychologic reason. 



State of Nezv York 115 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 
Wednesday, January 19, 19 10 — 1.30 to 5 p m. 



SCHOOL MANAGEMENT 

Answer eight questions. 

1 Mention two difficulties in grading the rural school. Show 

how to remedy one of these difficulties. 

2 Discuss the advantages and the disadvantages of a daily 

marking system. 

3 State some of the physical causes of disorder in the school- 

room. 

4 Write on one of the following topics: [a) The Teacher's 

Preparation for Class Work, {b) The Art of Securing and 
Holding the Attention of the Class. 

5 Give arguments in favor of school recesses. 

6 Give a complete program of recitation and study suitable 

for the fourth and fifth grades when both are in charge 
of the same teacher. 

7 Distinguish between manual training and industrial train- 

ing. What educational values are common to both? 

8 State {a) one end in moral training, {b) four school virtues 

requiring cultivation. 

9 What in general is the most desirable color for schoolroom 

window shades? Do you favor hanging such shades at 
the top, the middle or the bottom of the window casing? 
Give reasons for your answer. 

10 Mention some devices for dealing with the problem of 
tardiness. 



/ 



ii6 State of New York 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 

Wednesday, June 15, 19 10 — i . 15 to 4. 15 p. m. 



SCHOOL MANAGEMENT 

A)tS7uer eight questiotis. 

1 Mention {a) three proper incentives to stiidy, {b) tivo im- 

proper incentives to study. 

2 Discuss the need for instruction in manners. Suggest a 

method of giving such instruction. 

3 What is the duty of the teacher at the time of a threatened 

epidemic of some disease in the community? 

4 Describe briefly the individual or "Batavia system" of 

instruction. 

5 Write on one of the following: {a) The Teacher's First 

Day in School, {p) Wall-tinting and Wall Pictures in 
the Schoolroom. 

6 State some of the mechanical characteristics of good black- 

board work. 

7 Give arguments favoring the introduction of manual train- 

ing into our larger village schools. 

8 Describe an appropriate device for window ventilation in 

a small school. 

9 Give a complete time schedule of recitation, study and in- 

dividual help, suitable for a sixth grade composed of 30 
pupils in charge of one teacher. 

lo State two playground problems that require careful atten- 
tion on the part of the teacher. Discuss one of these 
problems. 



State of New York 117 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 

Thursday, January 20, 1910 — 9 a. m. to 12.30 p. m. 



GEOGRAPHY 

Answer eight questions. 

1 Show how the teaching- of home industries will vary with 

environment. 

2 Give a list of topics that can be well presented by means 

of pictures. 

3 Outline what you would teach about the business of a 

steamship company maintaining service between the 
United States and England. 

4 Mention tzvo geographic areas now claiming special atten- 

tion. Suggest ways of best treating such special topics. 

5 " Every morning we find yesterday's news from all parts 

of the world waiting for us in our daily papers." Show 
the significance of the foregoing statement to the teach- 
ing of geography. 

6 Is the question of a tariff on imported goods properly a 

topic to be considered in the study of geography? Why? 

7 Mention facts to be emphasized in considering the present 

redistribution of the world's population. 

8 What is meant by the statement that geography is a highly 

progressive subject of study? Granting the truth of this 
assertion, state how it should affect the teacher. 

9 Outline the work to be presented in teaching the commer- 

cial trade routes of the United States. 

10 Give a plan for imparting correct ideas of land areas and 
altitudes. 



1 1 8 State of Nezv York . 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 
Thursday, June i6, 1910 — 9.15 a. m. to 12.15 p. m. 



GEOGRAPHY 

Answer eight questions. 

1 Describe the character of the first textbook on geography 

that should be placed in the hands of pupils. How 
should the teacher assist pupils in its iise? 

2 Give reasons for and against having lessons on the world as 

a whole immediately follow lessons on home geography. 

3 A pupil who studies geography simply to answer questions 

can not obtain a good knowledge of the subject. Ac- 
cepting the foregoing statement as true, state what it 
should suggest to the geography teacher respecting the 
conduct of recitations. 

4 Show by specific illustrations that the work of the explorer 

or discoverer should receive the careful consideration of 
the geography teacher. 

5 Outline the work on railroads and their extension in the 

United States, to be presented to an advanced class. 

6 Give three illustrations of the value of grouping facts and 

data in the study of geography. 

7 Mention three desirable methods of giving a seventh grade 

test of knowledge of Europe. 

8 Write about the use of maps in teaching geography, re- 

ferring to the following points: kinds of maps, specific 
value of each kind, manner of use. 

9 What observations and experiments should be made by a 

class in the study of the precipitation of moisture? 

10 Give, in order of presentation, the headings of six lessons 
covering a study of the city of New York. 



State of New York 119 

Education Department 
EXAMINATION FOR 
TRAINING SCHOOL CERTIFICATE 

Thursday, January 20, 1910 — 9 a. m. to 12.30 p. m. 



PHYvSIOLOGY AND HYGIENE 

1 Explain how you would correlate physiology with nature 

study. 

2 Outline a lesson to teach the hygiene of eating to pupils of 

the primary grade. 

3 How would you teach primary pupils the correct position of 

body in walking, in standing and in sitting? 

4 Describe in detail how you would teach the nature and the 

importance of the process in the body called oxidation. 

5 Outline what you would teach pupils of the intermediate 

grade about the general structure of the human body. 

6 Describe the method or methods you would use in teaching 

the structure and the functions of the cell. 

7 Outline the plan of a lesson to teach pupils that the human 

body is a living mechanism. 

8 What laboratory work should be done in teaching the heart 

and the circulation of the blood? 

Or 
What laboratory work would you employ in teaching respir- 
ation? Mention two practical applications bearing on 
hygiene that would naturally follow laboratory work on 
respiration. 



I20 State of Nezv York 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 
Thursday, June i6, 1910 — 9.15 a. m. to 12.15 P- ^i^- 



PHYSIOLOGY AND HYGIENE 

1 Mention the chief aim in teaching the subject of physiology 

and hygiene. Give two principal points that the teacher 
should emphasize in working toward the aim mentioned. 

2 State methods of securing habits of cleanliness among 

pupils of primary grades. 

3 How would you teach pupils of intermediate grades the 

great importance to health of cacJi of the following: pure 
water, exercise, rest? 

4 Describe in detail how you would teach the nature and the 

importance of osmosis in the human body. 

5 Outline a lesson for teaching pupils of grammar grades the 

nature and the functions of lymph and the lymphatic 
system. 

6 What should be the nature of the instructions given to 

grammar grades in regard to aid in tivo of the following 
emergencies: cutting an artery, slight wounds from toy 
pistols, opium poisoning, apparent drowning? 

7 Describe o)ic experiment to illustrate digestion of food in 

the stomach. 

8 How should instruction be given in regard to the dangers 

and the benefits of bacteria? 



State of New York 1 2 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 

Thursday, January 20, 19 10 — i .30 to 5 p. m. 



NATURE vSTUDY 

Answer eight questions. 

1 What specific result should be sought from the work in 

nature study {a) in grades one to three, {b) in grades 
four to six, (^) in grades seven to eight? Illustrate. 

2 State the proper use of books in nature study. 

3 With pupils of the third grade how should the study of 

a new plant be begun? Illustrate with the geranium, 
hepatica or onion. 

4 Taking some plant, as the pea, show the interrelation of 

its life with that of some insect, of some domestic animal 
and also with that of man. 

5 From the standpoint of the child, what is the value of com- 

prehending such relations as are indicated in question 4? 

6 With reference to your own location (in city, village or 

country) state what specific things seventh grade pupils 
should learn about some animal of economic value. 

7 How could the study of the animal chosen in answer to 

question 6 be connected with the work in geography? 

8 Name five kinds of common birds and five kinds of com- 

mon plants, giving a characteristic of each that would 
aid in its identification. 

9 Select some suitable poem and show when and how to use 

it in connection witli the sliuly of a particular topic. 

10 Name some current ])ublications that are valuable aids for 
information in nature study How may these publica- 
tions be secured? 



22 Stijft- of Xc-w Vorl- 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 
Thursday, June i6, 19 lo — 1.15 to 4.15 p. m. 



NATURE STUDY 
.-lf!s:re-r <•/>/// questions. 

1 Describe the kind of work in natiire study suitable for the 

primary grades. 

2 Using some common plant, e. g. the corn, tell what facts 

in regard to it should be learned {a) by the primary 
grades, {b) by the intermediate gfrades, (r) by the gram- 
mar grades. 

3 "What are weeds? Name five common weeds. Give a plan 

for eradicating any ouc of them. 

4 In nature study "the object itself should be the text." 

"What does this mean and why is it true? 

5 Give a plan for making a bird calendar. 

6 "\Miat is meant {a) by clean milk, (^) by pasteurized milk, 

(r) by certified milk? "\"\'hich costs the most and why? 

7 Plan a field excursion for a sixth grade. State the nature 

of the field, the preparation that should be made and 
the work of the excursion. 

S Xame an author who has ^^Titten real literature about 
nature. Show how and when to use such literature. 

9 Describe work that may be done with autumn leaves in 
lower grade nature study. 

10 Discuss the following proposition: "The teacher's igno- 
rance of nature studv is no excuse for its neglect." 



State of Ncxv \ 'ork 1 2 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 

Friday, January 21, 19 10 — 9 a. m. to 12.30 p. m. 



HISTORY OF EDUCATION 

Ansiver eight questions. 

1 What was the main purpose of education among- the 

Hebrews? What was the attitude of these people 
toward industrial or practical education? 

2 Describe an Athenian elementary school of the fifth cen- 

tury, B. C, using the following outline: {ci) public or 
private, {U) place where conducted, (r) nature of school ex- 
ercises (studies), {li^ attendance, (r) incentives to effort, 
(y) qualifications of teachers. 

Or 
Show how Greek education influenced future civilization 
through the agency of the Romans. 

3 Give an account of the rhetorical schools of Rome as to 

{a) period when they flourished, {b) by whom controlled, 
if) studies, {d^ method of training, (/) normal age of 
students. 

4 Show how the use of pictures, maps and diagrams in teach- 

ing accords with the principles advocated by Comenius. 

5 Mention tJiree benefits conferred on civilization by the 

monasteries of the Middle Ages. Discuss one of these 
benefits. 

6 Write about the kindergarten, covering the following points : 

{a) its founder, {b) its general purpose, (c) how the idea 
was first received, {ci) where it has made its greatest 
progress. 



124 History of Education — concluded 

7 In what did the success of David Page as an educator 

consist? 

Or 
Describe the educational work of Horace Mann. 

8 State some important fact concerning the work of each 

oi four of the following educators: La Salle, Abelard, 
Mary Lyon, Rousseau, Sturm, Spencer. 

9 Select an ancient, a medieval and a modern country, and 

show the position of women in the educational system 
of each. 

lo Contrast Humanism with Realism. Name a leader of each 
movement. Show whether the attitude today is toward 
• Humanism or toward Realism. 



State of New York 1 2 5 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 

Friday, Jime 17, 1910 — 9.15 a. m. to 12.15 P- ni. 



HISTORY OF EDUCATION 
Answer eight q tie st ions, inc I tiding q tie st ions i, 2 and j. 

1 What were the conditions in the Athenian state that made 

an education desirable? Who were excluded from the 
schools? 

2 Describe the Sophists and their work. In what respects 

did Socrates differ from them? 

3 Mention two factors that tended to develop individualism 

in the Greek states. Explain the influence exerted by 
the Olympic games. 

4 Mention the different views held by the early church 

fathers in regard to the study of pagan literature. Show 
how the decision of this question affected education for 
a thousand years. 

5 Give the views of Alfred the Great and of Charlemagne as 

to the universality of education. How have these views 
influenced education in England and Germany? 

6 Name tivo centers of Saracenic learning and tell what the 
• Saracens did for education during the Middle Ages. 

7 Tell to whom we are largely indebted for each of three 

of the following: a scierrce of pedagogy, illustrated text- 
books, the beginning of normal schools in America, the 
kindergarten. 



126 History of Education — concluded 

8 Write on one oi the following topics: Ascham as a teacher 

and his method of double translation, Basedow and the 
Philanthropin. 

9 Account for the rise of the universities. Name three of 

the earliest universities, giving the special line of work 
pursued in each. 

10 Show how a humanistic school like John Sturm's would 

compare with your own high school as to subjects taught 
and equipment. 

11 Account for the fact that Pestalozzi has so largely influ- 

enced education though he failed in nearly every work 
that he undertook. 

12 When the New York public schools became "free" in 1867 

what change occurred in the means of support? Name 
three sources of income for the maintenance of thes» 
schools at the present time. 



State of New York 127 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 

Friday, January 21, 19 10 — 1.30 to 5 p. m. 



DRAWING 



1 Show the importance of drawing as a means of expression 

in nature study. Illustrate by drawings. 

2 Why should first work in drawing deal largely with mass 

rather than with detail? State different methods of 
teaching children to represent work in mass. 

3 Outline a method of teaching the meaning of tone; use a 

group composed of a yellow pear, a green apple and a 
red apple. Exemplify your answer, using a lead pencil 
as the medium. 

4 Within a circle 7" in diameter draw units that will illus- 

trate five principles of perspective. 

5 Discuss the different applications of drawing that a pupil 

can make during the first six years of school work. 

6 Represent two jars similar in size and form, one black, the 

other white. The light should fall from above and to 
the left, at an angle of 45°. 

7 Describe briefly tJiree ways of teaching color in the primary 

grades. 

8 Make a working drawing of some object that would illus- 

trate to a class the need of mechanical drawing in the 
manufacturing world. 



1 28 State of New York 

Education Department 

EXAMINATION FOR 

TRAINING SCHOOL CERTIFICATE 

Friday, June 17, 1910 — i . 15 to 4. 15 p. m. 



DRAWING 

Answer eight questions. 

1 State four fundamental rules in pictorial composition that 

must be obeyed. Sketch to illustrate your answer, 

2 Explain, with reference to drawing, the difference between 

a method and a device. 

3 Within and overlapping a square s'Xs" arrange a design 

suitable for one half of a belt buckle, the motif being the 
leaves and stems of the Virginia creeper. 

4 Sketch to show the ceiling, floor and tivo walls of a room ; 

number the surfaces and explain what colors could be 
used to decorate the same and form a color harmony. 
Name the harmony described. 

5 State what relation geometric figures bear to historic orna- 

ment. 

6 Sketch with a lead pencil to show a yellow boathouse having 

for its background the blue sky and the sea. 

7 Make the two necessary projections of a common car wheel 

8 Tabulate the steps to be used in presenting to a class the 

work called for in question 7. 

9 Show by drawings the important successive steps in the 

manufacture of some metallic or other article in common 
household use. 

10 Make a pattern of a common eoat sleeve, one eighth of the 
ordinary size. 



State of New York 129 

Education Department 

EXAMINATION FOR 

KINDERGARTEN CERTIFICATE 
Wednesday, January 19, 19 10 — 9 a. m. to 12. 30 p. m. 



PSYCHOLOGY 

Answer eight questions. 

1 State what you consider to be the order of development of 

the several mental faculties. Illustrate from your own 
observation, 

2 Select some familiar poem suitable for primary grades and 

show its elements of interest. 

3 Give psychologic basis for the character of the number 

work usually presented in the third grade. 

4 Show the value of the imagination in acquiring a knowledge 

of geography. 

5 What mental activities enter into voluntary attention? 

Illustrate. 

6 Show why nothing can be known except in relation to other 

things. 

7 Mention some causes of defective judgment. Give one 

remedy. 

8 Show the value of manual training in mental development. 

9 How is a concept formed? Illustrate. 

10 State what mental processes are involved in the following: 
I am tired of studying and decide to take a ride. 



13° State of New York 

Education Department 

EXAMINATION FOR 

KINDERGARTEN CERTIFICATE 

Wednesday, June 15, 1910 — 9.15 a. m. to 12.15 p. m. 



PSYCHOLOGY 
Answer eight questions. 

1 Define genetic psychology, adolescence, heredity. 

2 Show by tzvo illustrations how a knowledge of psychology 

is valuable to the teacher. 

3 State four well established laws relating to memory. 

4 Early childhood may be described as the language period 

in the development of the mind; youth, as the reason 
period. What have you learned in psychology that will 
explain these statements? 

5 Describe an experiment in psychology that you have ob- 

served, performed or read about. 

6 Give a psychologic discussion of habit. 

7 Distinguish between intuitive judgment and deliberative 

judgment. Give an example of each. 

8 Describe the syllogism. Give an illustration 

9 Define constructive imagination. What studies are spe- 

cially valuable in training the imagination? 

10 Rapidity in performing arithmetical operations tends to 
accuracy ; give a psychologic reason. 



Sta te of Nezv 1 'ork 1 3 1 

Education Department 

EXAMINATION FOR 

KINDERGARTEN CERTIFICATE 
Wednesday, January 19, 19 10 — i . 30 to 5 p. m. 



SCHOOL MANAGEMENT 
Ansiver eight guest tons. 

1 Mention tico difficiilties in ,yrading the rural school. Show 

how to remedy one of these difficulties. 

2 Discuss the advantag"es and the disadvantages of a daily 

marking- system. 

3 State some of the physical causes of disorder in the school- 

room. 

4 Write on one of the following topics: {a) The Teacher's 

Preparation for Class Work, {b) The Art of vSecuring and 
Holding the Attention of the Class. 

5 Give arguments in favor of school recesses. 

6 Give a complete program of recitation and study suitable 

for the fourth and fifth grades when both are in charge 
of the same teacher. 

7 Distinguish between manual training and industrial train- 

ing. What educational values are common to both? 

8 State [a) o?ie end in moral training-, [b) four school virtues 

requiring cultivation. 

9 What in general is the most desirable color for schoolroom 

window shades? Do you favor hanging such shades at 
the top, the middle or the bottom of the window casing? 
Give reasons for your answer. 

lo Mention some devices for dealing with the problem of 
tardiness. 
5 



132 State of Nezv York 

Education Department 

EXAMINATION FOR 

KINDERGARTEN CERTIFICATE 
Wednesday, June 15, 19 10 — i . 15 to 4.15 p. m. 



SCHOOL MANAGEMENT 

Answer eight questions. 

1 Mention {a) three proper incentives to study, {b) tzvo im- 

proper incentives to stvidy. 

2 Discuss the need for instruction in manners. Suggest a 

method of giving such instruction. 

3 What is the duty of the teacher at the time of a threatened 

epidemic of some disease in the community? 

4 Describe briefly the individual or "Batavia system" of 

instruction. 

5 Write on one of the following: {a) The Teacher's First 

Day in School, (/;) Wall-tinting and Wall Pictures in 
the Schoolroom. 

6 State some of the mechanical characteristics of good black- 

board work. 

7 Give arguments favoring the introduction of manual train- 

ing into our larger village schools. 

8 Describe an appropriate device for window ventilation in 

a small school. 

9 Give a complete time schedule of recitation, study and 

individual help, suitable for a sixth grade composed of 
30 pupils in charge of one teacher. 

10 State tico playground problems that require careful atten- 
tion on the part of the teacher. Discuss one of these 
problems. 



State of Nezv York 133 

Education Department 

EXAMINATION FOR 

KINDERGARTEN CERTIFICATE 

Thursday, January 20, 19 10 — 9 a. m. to 12.30 p. m. 



SPECIAL KINDERGARTEN METHODS 

Answer eight questions, iticluding qjcestions i, 2, j, 4 and g. 

1 Discuss the law of mediation of opposites as exemplified 

by mind and by nature. Illustrate it by means of the 
gifts and the occupations. 

2 What spiritual truth may be taught by means of "The 

Light-Bird"? 

Give three ways by which you would bring this truth to a 
child's comprehension. 

3 "The child unmakes his food to make his body. He 

unmakes in order to remake his environment. He must 
unmake in order to make himself. " Explain the meaning 
of these sentences. 

4 Length, breadth and thickness are embodied in the fourth 

gift. Show that these three dimensions are implicit in 
the first three gifts. 

5 Compare the gifts that are solids with the gifts that repre- 

sent surfaces and lines. 

6 How would you lead the child to invent forms of beauty 

in weaving? What is your aim in doing such work? 

7 Choose a representative game played in kindergarten and 

state its physical, its mental and its moral value. 

8 Give tJiree reasons why every kindergarten story should 

have what is called the "return thought." 

9 Show that the program you follow during the year illus- 

trates the law of unity. 

10 Name five books by different authors that would prove 
helpful in preparing work for mothers' meetings. 



\^4 Sftjti' of Xi-7i' York 

Education Department 

'FXAMIXATU^X FOR 

KINDERGARTEN CERTIFICATE 
Thursday, June 16, 19 10 — 9 15 -^- ni. to ij.15 p. m. 



SPECIAL KINDERGARTEN METHODS 
.■his:i'<-r e'/'^/tf fu<rs/ioMS, includint;;^ quc-sti'ons /, j, 6, S anii g. 

1 Education in instruction and training-, orioinally and in its 

first principles, should necessarily be passive, following, 
not prescriptive, categorical, interfering. — Frobel 
"What does Frobel mean by passive education? When does 
he consider categorical education permissible? 

2 State tlitti' truths that Frobel aims to teach through Uie 

Shadow Songs. 

3 Choose any Mother Play and outline your method of pre- 

senting its tnith to children. 

4 Wh V did Frobel choose the gifts and occupations as material 

for the kindergarten? "What was his aim in their use? 

5 What is the place of art work in the kindergarten? 

6 Show that the games you play during the year develop 

along the line of physical requirement as well as along 
the line of spiritual purpose. 

7 How do you develop a song with the children? 

S Compare myths with modern stories for children as to (</) 
their characteristics, {b) their value in the kindergarten. 

9 Outline a program for the month of January and explain 
how its general thought correlates with the thought of 
the program of the month preceding' and of the month 
following. 

10 How much and what kind of nature work should be done 
with kindergarten children? 



State of Xi-w York 135 

Education Department 

EXAMINATKW FOR 

KINDERGARTEN CERTIFICATE 
Thursday, Jaiiu;iiv 20, 1910 — i. 50 to 5 \i. in. 



SPECIAL PRIIMARY METHODS 

1 In wliat ^radc and in what way would you tcacli llic 

number 10? 

2 Outline your plan for teaching^ children the nature and the 

use of maps. Mention t/in-c ])oints that must be ex- 
plained to children about the nature of inai)S. 

3 Make an outline showing' what you wouUl teach a third 

^•rade in the stmly of the buttcrlly or of tlie ant. 

4 Mention iluir books, iliric poems and three pictures that 

may be used in lessons on the Pilgrims. 

5 What is the specific value of luxclt of the following;' modes 

of expression in lower ;.,nMdcs: clay-modclinj^-, sin^^inj;-, 
painting? 

6 Mention three thinj^s to be j^aincd by tcllinj,^ stories to a 

class. 

7 Draw a chart or a dia^^ram, such as you would hav<' thiid 

or fourth ^rade ])upi]s use for recordiu;^" daily weather 
observations. 

8 Plan a course of daily j^-eoj^rajjhy lessons for the month of 

December, or of nature study less(;ns for the month of 
May. 



136 State of Nciv York 

Education Department 

EXAMINATION FOR 

KINDERGARTEN CERTIFICATE 
Thursday, June 16, 19 10 — i .15 to 4.15 p. m. 



SPECIAL PRIMARY METHODS 

Answer eight questions. 

1 ' ' Self-activity is the most important principle in education. " 

Show the bearing of this statement on primary methods. 

2 Mention tJirce special ways of sense-training in primary 

grades. 

3 What is the special value in reading and language work 

in primary grades of each of two of the following: learn- 
ing by heart, reproduction exercises, dictation exercises, 
dramatization? 

4 Show the proper place and use of objects in number work. 

?Iow may objects become a detriment in this work? 

5 How would you arouse and promote a love of country in 

children? 

6 Show what topics in physiology are to be chosen for in- 

struction in primary grades and what the character of 
the instruction should be. 

7 Name a well known picture and show how you would use 

it for language work. 

8 Give your plan for conducting a spelling lesson in the third 

grade, including number of words, preparation, recita- 
tion (or method of giving out the words), correction of 
mistakes etc. 

9 Describe some experiment that children would perform in 

connection with the study of one of the following topics: 
the sprouting of seeds, evaporation. 

10 Outline the work that you would do in nature study during 
April and ]May. 



State of New York i : 7 

Education Department 

EXAMINATION FOR 

KINDERGARTEN CERTIFICATE 
Friday, January 21, 19 10 — 9 a. ni. to 12. 30 p. m. 



HISTORY OF EDUCATION 

Ans7uer eigJit questions. 

1 What was the main purpose of education among; the 

Hebrews? What was the attittide of these people 
toward industrial or practical education? 

2 Describe an Athenian elementary school of the fifth cen- 

tury, B. C, using the following outline: {fi) public or 
private, {b) place where conducted, (r) nature of school ex- 
ercises (studies), {d) attendance, (r) incentives to effort, 
(_/") qualifications of teachers. 

Or 
Show how Greek education influenced future civilization 
through the agency of the Romans. 

3 Give an account of the rhetorical schools of Rome as to 

{ci) period when they flourished, {b) by whom controlled, 
(f) studies, (^/) method of training, {e) normal age of 
students. 

4 Show how the use of pictures, maps and diagrams in teach- 

ing accords with the principles advocated by Comenius. 

5 Mention three benefits conferred on civilization by the 

monasteries of the Middle Ages. Discuss one of these 
benefits. 

6 Write about the kindergarten, covering the following 

points: {a) its founder, (/->) its general purpose, {c) how 
the idea was first received, [d) where it has made its 
greatest progress. 



138 History of Education — concluded 

7 In what did the success of David Page as an educator 

consist? 

Or 

Describe the educational work of Horace Mann. 

8 State some important fact concerning the work of each of 

four of the following educators: La Salle, Abelard, 
Mary Lyon, Rousseau, Sturm, Spencer. 

9 Select an ancient, a medieval and a modern country, and 

show the position of women in the educational system 
of each. 

10 Contrast Humanism with Realism. Name a leader of each 
movement. Show whether the attitude today is toward 
Humanism or toward Realism. 



State of New York . 139 

Education Department 

EXAMINATION FOR 

KINDERGARTEN CERTIFICATE 

Friday, June 17, 19 10 — 9.15 a. ni. to 12. 15 p. m. 



HISTORY OF EDUCATION 
Answer eight qitestwns, including qjiestions /, 2 and j. 

1 What were the conditions in the Athenian state that made 

an education desirable? Who were excluded from the 
schools? 

2 Describe the Sophists and their work. In what respects 

did Socrates differ from them? 

3 ]\Iention two factors that tended to develop individualism 

in the Greek states. Explain the influence exerted by 
the Olympic games. 

4 Mention the different views held by the early church 

fathers in regard to the study of pagan literature. Show 
how the decision of this question affected education for 
a thousand years. 

5 Give the views of Alfred the Great and of Charlemagne as 

to the imiversality of education. How have these views 
influenced education in England and Germany? 

6 Name two centers of Saracenic learning and tell what the 

Saracens did for education during the Middle Ages. 

7 Tell to whom we are largely indebted for each of three of 

the following: a science of pedagogy, illustrated text- 
books, the beginning of normal schools in America, the 
kindergarten. 



140 History of Education — concluded 

8 Write on one of the following topics : Ascham as a teacher 

and his method of double translation, Basedow and the 
Philanthropin. 

9 Account for the rise of the universities. Name three of 

the earliest universities, giving the special line of work 
pursued in each. 

10 vShow how a humanistic school like John Sturm's would 

compare with your own high school as to subjects taught 
and equipment. 

11 Account for the fact that Pestalozzi has so largely influ- 

enced education though he failed in nearly every work 
that he undertook. 

12 When the New York public schools became "free " in 1867 

what change occurred in the means of support? Mention 
tJiree sources of income for the maintenance of these 
schools at the present time. 



S fate of jycw York 14: 

Education Department 

EXAMINATION FOR 

RURAL SCHOOL RENEWABLE CER- 
TIFICATE 

Monday, January 17, 1910 — 1.30 to 5 p. m. 



METHODS OF TEACHING 

Answer eight questions. 

1 Distinguish between methods and devices. 

2 What is meant by deductive teaching? Illustrate. 

3 Define drill. What is its purpose? Should drill be practised 

on every topic studied in arithmetic? Give a reason for 
your answer. 

4 Give an example of each of tJircc different kinds of ques- 

tions that should be avoided by the teacher. What is 
the defect in each question you have framed? 

5 Show how a teacher may secure the interest of her pupils 

in the school library. 

6 Define /"c^/zr of the following: phonics, blend, basal reader, 

expression, homonym, diacritic marks. 

7 What should be the most important feature of the language 

work in the first three years of school? Why? 

8 Give reasons why a teacher should require of his classes 

both oral and written spelling. 

9 How should the studv of geography be taken up for the 

first time? Why? 

10 Explain why the formal study of history in the elementary 

course should be preceded at least by the reading of 
biographic sketches. 

11 Describe the correct method of teaching a number com- 

bination to beginners. 

12 What aliquot parts of 100 should be taught? When should 

these parts be taught? What is the purpose of teaching 
them? 



142 State of N^ctv York 

Education Department 

EXAMINATION FOR 

RURAL SCHOOL RENEWABLE 
CERTIFICATE 

Monday, June 13, 19 10 — 1.15 to 4.15 p. m. 



METHODS OF TEACHING 
Ansiver eight questions. 

1 Distinguish between general methods and special methods. 

2 What is meant by inductive teaching? Illustrate. 

3 jMention /('///' fundamentals of good questioning. 

4 What is meant by each of four of the following: visualiza- 

tion, blend, "inner speech", sight reading, plasticine, 
oral reproduction, sentence method? 

5 What should a class know about reading at the end of the 

second year of school? 

6 How many new words of average difficulty should consti- 

tute a spelling lesson (<r) for a second grade, {b) for a 
fifth grade, (c) for an eighth grade? 

7 Give reasons to justify beginning the study of geography 

with home geography and not with the earth as a whole. 

8 How should a class be taught tliat multiplying both terms 

of a fractiim by the same number does not change the 
value of the fraction? 

9 Sliould a set form of analysis of arithmetical problems be 

required of pupils of intermediate grades? Discuss. 

10 Explain the purposes of dictation in teaching English. 

11 Give devices to interest pupils of grammar grades in books 

worth reading. 

12 State briefly the arrangement of work in the elementary 

syllabus in history for the last four grades. 



University of the State of Netv York i43 

7TH Professional Examination 

FOR 

COLLEGE GRADUATE CERTIFICATE 
Thursday, August 12, 1909 — 9.15 a. m. to 12.15 p. m., only 



PSYCHOLOGY 
A}iS7Ut'r any fi^w of the following questions. 

1 Discuss the nature and the origin of the phiy instinct 
and point out its significance for intellectual and physical 
training. 

2 Explain the nature and the origin of interest and discuss 
its bearing on teaching. 

3 Explain clearly imagination as a psychic process, pointing 
out its nature, kinds and importance. 

4 Explain the nature of habit and show its relation to the 
formation of character. 

5 Explain reflex action and illustrate it by a drawing of the 
anatomic mechanism of the reflex arc. Distinguish between 
reflexes and habits. 

6 Discuss physical growth with reference to its general 
phenomena^ stages etc. and its relation to intellectual devel- 
opment. 



144 University of the State of Nezv York 

8th Professional Examination 

FOR 

COLLEGE GRADUATE CERTIFICATE 
Thursday, May 26, 1910 — 9.15 a. m. to 12.15 p. m., only 



PvSYCHOLOGY 

Answer any five of the folloming questions. 

1 Discuss physical growth with reference to {a) its stages 
and its laws, {b) its relation to nutrition, work and fatigue. 

2 Discuss fatigue, normal and abnormal, as to its nature, 
its causes and its bearing on physical and intellectual activity. 

3 Discuss {ix) unconscious and conscious imitation, {b) the 
bearing of imitation on the process of learning, giving ex- 
amples. 

4 Describe eye-mindedness and the other types of mental 
reproduction and explain what they have to do with the 
problems of education. 

5 Describe attention, explain and illustrate the kinds of 
a'.tention and indicate the conditions under which it may be 
secured and held. 

6 Describe imagination, reproductive and creative, giving 
illustrations; point out its function in art, invention, science 
and morals. 



Uniicrsiiy of the State of Nezv York 145 

7TH Professioxal Examination 

FOR 

COLLEGE GRADUATE CERTIFICATE 
Thursday, August 12, 1909 — 1.15 to 4.15 p. m., only 



HISTORY OF EDUCATION 

Answer any five of the follozuing quest tons. 

1 Give an account of education among- the ancient Hebrews. 
State what contributions the Hebrews have made to modern 
education. 

2 Contrast the educational ideals of Plato wath those of 
Aristotle and point out the contributions of each to modern 
educational theory. 

3 Give an account of the educational work of Alcuin. 

4 State somewhat in detail the historical forces that led to 
the rise of the medieval universities. 

5 Describe the aims and the methods of Sturm's school at 
Strassburg and trace its influence on secondary education. 

6 Compare the educational doctrines of Frobel with those 
of Herbart. 



146 University of the State of New York 

8th Professional Examination 

FOR 

COLLEGE GRADUATE CERTIFICATE 
Thursday, May 26, 1 9 1 o — i . 1 5 to 4 . 1 5 p. m. , only 



HISTORY OF EDUCATION 
Answer any five of ike followi/ij^ questions. 

1 Describe clearly the causes or the conditions in Rome that 
led the better class of Romans to seek a Greek education for 
their children. 

2 Give an account of the labors of Alcuin in the cause of 
popular education and explain why his work ultimately in 
Icrge part failed. 

3 Discuss briefly the curriculum of the medieval University. 

4 Sketch the origin of the following three types of American 
secondary schools: {a) the Latin grammar school, (/;) the 
academy, {c) the public high school. 

5 Show how the proposition that the educational system of 
a nation is the exprescion of its national ideals is illustrated 
in the educational system of {a) Germany, {b) France, {c) 
England, (<•/) the United States. 

6 Trace the origin of the term "liberal education" and 
explain its meaning at different periods in the history of 
educatioiL 



University of the State of New York M7 

7TH Professional Examination 

FOR 

COLLEGE GRADUATE CERTIFICATE 
Friday, August 13, 1909 — 9.15 a. m. to 12.15 p. m., only 



PRINCIPLEwS OF EDUCATION 
Answer any five of the following questions. 

1 Discuss eye-mindedness, ear-mindedness and motor-mind- 
edness in relation to {a) reading, {U) spelling, (<) geography, 
{d) mathematics. 

2 Discuss the arguments for and against the theory of 
formal discipline and give reasons for your own view. 

3 "Right method produces interest." Explain fully and 
illustrate the foregoing statement. Criticize the statement. 

4 State in detail the comparative advantages and disad- 
vantages in secondary schools of the system of election of 
individual studies and that of election of groups of studies. 

5 Discuss, with reference to a secondary school, (a) the 
lighting, {b) the ventilation, (r) the placing of laboratories, 
(^) the location of the assembly hall. 

6 Discuss the relation between general education and voca- 
tional training. 

7 Describe in detail the means and devices by which a close 
relation may be established between the home and the school, 
taking for granted the importance of this relation. 



148 University of the State of New York 

8th Professional Examination 

FOR 

COLLEGE GRADUATE CERTIFICATE 
Friday, May 27, 1910 — 9.15 a. m. to 12.15 p. m,, only 



PRINCIPLES OF EDUCATION 
Answer any fitte of the follo7ving questions. 

1 Explain clearly correlation ; show its relation to the course 
of study and give at least tJirec examples of its application to 
teaching. 

2 Discuss interest with reference to {a) nature, {b) sources, 
(c) kinds, (^) development, (r) function in intellectual and in 
moral education. 

3 Explain and criticize the following as an educational ideal: 
"Education as adjustment to environment." 

4 Discuss the conditions and the principles that should 
determine the making of a good daily program. 

5 Discuss the advantages and the disadvantages of the vari- 
ous means of lighting, heating and ventilating schoolhouses. 

6 vState clearly the reasons, both educational and practical, 
for vocational education in a public school system. What is 
the difference in aim or in function between manual training 
and vocational training? 



University of the State of Xeiv York 149 

8th Professional Examination 

FOR 

COLLEGE GRADUATE CERTIFICATE 
Friday, May 27, 1910 — 1.15 to 4.15 p. m., only 



Candidates must pass two papers on Methods, though not necessarily at 
one examination. 

Those who write on two papers at the same session may have five hours 
for so doing. 

Candidates may take any two of the following papers on Methods. 



METHODS IN ENGLISH 

Answer any five of the follo7ving questions. 

1 Discuss the value of rhetoric in secondary schools and state 
which phases of the subject should be most emphasized. Give 
reasons. 

2 What characteristics of adolescence determine the kind of 
literature that should be read in secondary schools? Mention 
five poems and four prose selections that in your judgment 
meet these adolescent needs and give specific reasons for each. 

3 Discuss the comparative value of oral and written com- 
position during the first five years of the child's school life. 
State fully the reasons for your view. 

4 Select a short poem that you consider suitable for a seventh 
grade class and describe somewhat in detail how you would 
teach this poem. 

5 Discuss the specific value of each of the following methods 
as a means of training secondary school pupils in oral language : 
{a) formal debate of a previously assigned subject, {b) informal 
discussion of lesson in class, (r) the topical recitation. 

6 Discuss the methods of correcting compositions, pointing 
out the specific value of each method and the grades in which 
each may be used to best advantage. 



15° Methods — continued 

METHODS IN MATHEMATICS 

Answer any five of the following- questions. 

1 Describe what is known as the "laboratory method" in 
mathematics. Giv^e illustrations. 

2 How would you introduce the work in algebra to a class 
so as to show some tangible or practical value of the subject 
before beginning- its formal treatment? 

3 Quadratic equations may be treated by factoring, by 
completing the square or by formula ; discuss the relative value 
of eac/i of these methods. 

4 Discuss the relative advantages and disadvantages of an 
elementary course in plane geometry and an elementary course 
ill plane geometry followed b}' solid geometry. 

5 What topics in arithmetic would you emphasize as a 
preparation for algebra? What topics would you emphasize 
because of their practical value? What topics would you omit? 
State fully your reason in each case. 

6 Show that number is not perceived directly by the senses 
and explain the bearing of this on method. 

METHODS IN SCIENCE 
Answer any five of t lie following questions. 

1 Discuss the specific purpose of the study of the natural 
sciences in elementary and in secondary education in com- 
parison with the specific purposes of the study of the literary, 
historical and mathematical subjects. 

2 Indicate what phases of bacteriology you would teach ifi) 
in the elementary schools, (^)'in the secondary schools. State 
what specific applications you would make in each case. Give 
reasons. 

3 To what extent should the teaching of the laws of evo- 
lution be made prominent in biology? 



Methods — cant timed .151 

4 Outline, for the first year of the hi^h seliool, a five hour 
course in physical geography which shall serve as a general 
introduction to the natural sciences. 

5 In a course in physics state what applications you would 
make to agriculture and to meteorology to indicate your general 
aim and method of teaching physics in a secondary school. 

6 Explain somewhat in detail how chemistry should be 
taught so as to lead pupils to understand its simple applications 
to their home life and to the industrial processes and phenomena 
in nature familiar to them. 



METHODS IN FOREIGN LANGUAGES 
Answer any five of the following questions. 

1 Discuss the advantages and the disadvantages of having 
a modern foreign language taught by a trained English speak- 
ing teacher or by a trained teacher to whom the language is 
native, 

2 Discuss the inductive and the deductive method in its ap- 
plication to the teaching of foreign languages. Give examples 
to illustrate. 

3 What should be the dominant aim in Latin and Greek 
prose composition and to what extent should this composition 
be based on texts read? Give reasons. 

4 Discuss the order in which classic authors should be read 
in a secondary school. 

5 It is necessary for a pupil to take either one modern 
language for four years or two modern languages for two 
years each; which alternative is preferable? Discuss fully. 

6 Discuss the characteristics of a good book for beginners 
in Latin or in Greek. 

7 Discuss the value of reading in translation some of the 
ancient classics as a part of a classical education. Name 
classics suitable for this purpose and give reasons. 



152 Methods — concluded 

8 What should be the chief aim in the first, the second and 
the third year's work respectively in any given modern lan- 
guage? Give reasons. 

9 Des'cribe somewhat in detail a first lesson, either in French 
or in German, which you would give in a secondary school to 
a class of beginners. 



METHODS IN HISTORY 

Answer any five of the following questions. 

1 Explain in some detail in what respects the history of the 
United States before the 19th century was influenced or 
controlled by geographic conditions. 

2 What phases of European history should be studied in 
connection with the more advanced study of United States 
history in the last years of the elementary schools? Give 
reasons. 

3 Discuss the proper and the improper uses of the imagina- 
tion in teaching history and explain how history may be made 
real and vital to the pupil. What principle would guide you in 
determining whether details in a given case should be taught 
or omitted? 

4 Discuss the proportion of the work to be done by the 
teacher and by the pupil respectively in each of the following 
parts of the recitation: {a) the review, {b) the advance work, 
{c) the summary. 

5 Discuss the qualities of what you would regard as an ideal 
text in United States history for the last two years of the 
elementary school. Give reasons in full. 

6 Specify the difference in aim and in kind of material 
between a course in civics in the elementary schools and a 
course in the secondary schools, and discuss the question as to 
whether in secondary schools civics should be a part of the 
course in history or a separate course. Give reasons for your 
views. 



University of the State of Xezv York 153 

7TH Professional ExAiMiNATioN 

COLLEGE GRADUATE CERTIFICATE 
Friday, August 13, 1909 — 1.15 to 4.15 p. m., only- 



Candidates must pass two papers on Methods, though not necessarily at 
one examination. 

Those who write on two papers at the same session may have five hours 
for so doing. 

Candidates may take any two of the following papers on Methods. 



METHODS IN ENGLISH 

Answer any five of the followi)ig questions. 

1 Discuss the importance of reading literature to children 
in school. Make out a list of books suitable for this purpose, 
two books for each of the first five years of school. Give 
reasons for the selection of each book. 

2 Name the literature, prose and poetry, that you would 
tsach in the last two years of the elementary school course 
if you were entirely free to select the literature. Give reasons 
for the choice of each book. 

3 Discuss, with reference to the curriculum of the elementary 
school, the proper place in the course, the methods of presen- 
tation and the importance of each of the following: {a) formal 
grammar, [b) dictation, {c) oral reproduction of stories. 

4 Discuss the method of teaching the novel in secondary 
schools. 

5 State fully on what grounds you would justify or condemn 
paraphrasing. 

6 Outline your method of teaching paragraph structure. 



1 5 4 Methods — continued 

METHODS IN MATHEMATICS 

Answer any five of the following qticsiions. 

1 What is the function of objective illustration in teaching 
number to young children? Explain how you would teach 
objectively the division of one fraction by another. Illustrate 
your answer by the solution of a problem. 

2 Criticize the so called "Grubc method," pointing out its 
merits and its defects. 

3 What is your opinion as to the extent to which models 
and photographs should be used in plane or solid geometry? 
State fully your reasons. 

4 There are three general plans of presenting geometry: 
{a) by a syllabus, {b) by a book with demonstrations in full, 
(c) by a book with partial demonstrations. Give reasons for 
your preference. 

5 What is your attitude with respect to teaching the quad- 
ratic equation {a) by completing the square, (/;) by factoring, 
{c) by the formula? 

6 Discuss the relation of concrete to demonstrative geometry 
and the transition of the one to the other. 

METHODS IN SCIENCE 
Ans7ver any five of tJie following questions. 

1 Discuss the place and the function of relief maps in 
teaching geography. Specify the essential characteristics of 
good relief maps. 

2 Describe a simple aquarium that you would make for an 
elementary school and state its uses. 

3 Name at least six animal types desirable for zoologic 
study in secondary schools and point out advantages of each. 

4 To what extent should the theories of evolution be in- 
cluded in the secondary school biology? 

5 Discuss the relative emphasis to be placed on quantitative 
and qualitative work in chemistry in secondary schools. 

6 What kinds or types of applications of the laws of physics 
would you teach in a secondary school? For what reasons? 



Methods — continued 155 

METHODS IN FOREIGN LANGUAGES 

Answer three questions iti group I and both questions in either 
group II or group HI. 

Group I I Compare the educational value of a dead language 
with the educational value of a living language. 

2 Psychologically considered, how does the teaching of a 
foreign language by means of translation differ from the 
teaching of a foreign language by what is known as the 
"natural method"? 

3 Explain the differences in aim in using composition in 
teaching a modern language and in using it in teaching an 
ancient language. 

4 State the advantages and the disadvantages of making 
modes and tenses in English the basis of teaching modes and 
tenses in a foreign language. 



Group II 5 What are the main reasons for studying Latin in 
secondary schools? 

6 State the arguments for and against the Roman pronunci- 
ation of Latin. Give reasons for your view. 



Group III 7 What use can be made of object teaching by the 
teacher of French and German? What illustrative material 
for the purpose would you suggest? 

8 What is your opinion of the reading texts employed in 
teaching French and German? Enumerate some that you 
consider desirable and give reasons for so considering them. 

METHODS IN HISTORY 
Answer any five of the foltowijtg questions. 

1 In your judgment should historical study at first be 
largely biographic? Show the weakness and the strength of 
such a method. 

2 Show by way of illustration that it is essential for a high 
school teacher of history to have an abundance of concrete, 
illuminating details. 



156 Methods — concluded 

3 State the criteria you would use in passing judgment on 
the manner in which a history recitation is conducted. 

4 What are mnemonic devices? To what extent should 
they be used and in what way are they abused? Illustrate 
your points by examples. 

5 Discuss the reasons for and against beginning the study of 
history with ancient history rather than with modern history. 

6 What is meant by the historical attitude of mind? How 
far may this attitude be developed in secondary school pupils? 
What specific means may the teacher employ to aid the pupil 
in this respect? 



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